p. .v 1,4; . OF," POLICE ROLL CALL TRMHING IN C§TIES WWH 253090 AND A 31‘ ‘v To DETERMINE mam: -. POPULATION mm mm STATES 4 1 TO 100; 1116355 for the Ram of 7 momma STATE umvmsm . . ._ . t in. . , . 94?... .A . W19 Jr... .Wn)...‘ M E. BARBER 9’ l 430‘ .J‘C-l . .. . . . ..,....,...,.. .. A . . u 1 A ..V . . I c. ... .52; p. ...a :2. 4 . 1.; vb» ..I WIT . i . , . f . L . , .- . . I. . 3.4 I 04.4! quit!- ldo rails? . ’- . ,. . . ..,.u...., I , . L _ . :.. n...; ....htf 1:53: LIBRA 7-? '1’ Michigan Staae . University This is to certify that the thesis entitled A Study to Determine the Nature and SCOpe of Police Roll Call Training in Cities with 25,000 to 100,000 Population in the United States. presented by William E . Barber has been accepted towards fulfillment of the requirements for _Eh.D_.___degree in my Educ at ion Major professor Date August 1, 1972 04 639 ABSTRACT A STUDY TO DETERMINE THE NATURE AND SCOPE OF POLICE ROLL CALL TRAINING IN CITIES WITH 25,000 TO 100,000 POPULATION IN THE UNITED STATES BY William E. Barber Statement of the Problem In the past few years, there have been various studies carried out to determine the status of police training from departmental basic recruit schools to college degree pro- grams. There has not, however, been a study to determine the status of roll call training programs in this nation's police departments. The purpose of this research was to determine the nature and sc0pe of police roll call training in cities with a pOpulation of 25,000 to 100,000 persons in the United States. More specifically, the research was concerned with identifying those departments conducting roll call training, determining if the training was a true roll call program, if the training was coordinated with other training programs, analyzing the reasons for beginning and then terminating a roll call program, determining if the departments evaluated their roll call programs and, if so, what methods were used in the evaluation. William E. Barber Description of the Methods, Techniques, and Data Used For the purpose of this research, a roll call training program was defined as training sessions of a short, 10-15 minute period administered to police officers just prior to their roll call briefing and assignment to duty. All police departments in cities of 25,000 to 100,000 population in the United States were defined as the area of interest. There were 727 departments in this category. Questionnaires were develOped with a cover letter and a postpaid, return envelOpe included and these were mailed to all department heads requesting their cooperation. 0f the 727 departments surveyed, 593 (or 82%) responded. The Major Findings The major findings of this research are summarized as follows: 1. There was an almost even split between departments having RCTP and those not having RCTP. There appeared to be no set pattern on departmental size or concentration in geographical locations. 2. Thirteen per cent of the departments responding indicated they had conducted an RCTP in the past and discontinued the program. William E. Barber Twenty-two per cent of the departments responding indicated they are anticipating starting an RCTP within the next two years. Some indicated they wanted the information from this research before implementing the RCTP. Eighty-two per cent of the departments indicated they scheduled their RCTP on a regular basis throughout the year. Eighty-three per cent of the departments indicated they were scheduling their RCTP on a daily-weekly basis. Ninety—two per cent of the departments indicated the officers received one to two hours of instruc- tion per week. Ninety-four per cent of the departments indicated their officers attended roll call training when they reported for duty. The majority of the departments indicated they reviewed the needs of the department when deter— mining tOpics to be presented in the RCTP sessions. The majority of the departments indicated they had other types of training programs, such as pre- service, in—service and advanced. 10. ll. 12. 13. 14. IS. 16. William E. Barber Thirty—nine per cent of the responding departments indicated they did not coordinate the RCTP with other in-service training programs. Thirty-four per cent of the departments indicated the RCTP was administered by someone other than the Training Section. The majority of the departments indicated the major objectives for the RCTP was in the areas of educa- tion, training, orientation and procedures. Eighty—one per cent of the departments indicated they prepared their own training materials. In most cases, this was in addition to the use of other outside materials. Seventy-one per cent of the departments indicated they depended upon subject outlines and materials prepared by an outside source. Seventy-one per cent of the departments indicated they used audio—visual aids. The major outside source for written materials, audio-visual aid, was the International Association of Chiefs of Police. Sixty-eight per cent of the departments indicated they used outside speakers in their RCTP. l7. l8. I9. 20. William E. Barber Seventy-eight per cent of the departments indicated they evaluated their RCTP on a periodic basis. Departments indicated the most common used evalua- tion techniques were (1) personal interviews involving officers, (2) measurements showing degree of improvement in on-the-job abilities and (3) indications of program's effectiveness based on the judgment of instructors. Eighty-nine per cent of the departments indicated that the top command felt the RCTP contributed significantly to improved departmental operations and procedures. Eighty-nine per cent of the departments indicated their officers attending the sessions felt the program contributed significantly to their per- sonal efficiency and effectiveness. A STUDY TO DETERMINE THE NATURE AND SCOPE OF POLICE ROLL CALL TRAINING IN CITIES WITH 25,000 TO 100,000 POPULATION IN THE UNITED STATES BY William E. Barber A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1972 'QCopyright by WILLIAM E. BARBER 1972 ACKNOWLEDGMENTS The writer wishes to express his sincere appreciation to Dr. Robert 0. Nolan, who, as his Major Professor and Guidance Committee Chairman, provided assistance and guidance during all phases of this investigation. He also wishes to extend his appreciation to Dr. William A. Mann, Dr. Robert E. Gustafson and Professor Ralph F. Turner for their time and constructive criticisms. A special note of thanks is extended to Director Gordon H. Sheehe and the Highway Traffic Safety Center for their substantial assistance throughout the study. A debt of gratitude is owed to Mrs. Jane Jensen and assistants who assisted in data collection and typing. A special kind of appreciation is due his mother, who, years ago persisted that a higher education was necessary. And, finally, an appreciation of deep felt love to his two sons, Billy and Bobby, for their love and understanding which was so vitally necessary for the successful completion of all this. ii TABLE OF CONTENTS Chapter Page I 0 TE -PROBLEM O O I O O O O O O O O O O O O O 1 Statement of the Problem . . . . . . . . . 1 Importance of the Study . . . . . . . . . . 5 Purpose of the Study. . . . . . . . . . . . 6 Objectives of the Study . . . . . . . . . . 6 Primary Objectives. . . . . . . . . . . . 7 Secondary Objectives. . . . . . . . . . . 7 Definition of Terms . . . . . . . . . . . . 9 SCOpe of the Study. . . . . . . . . . . . . 10 Organization of the Study . . . . . . . . . 10 II. REVIEW OF THE LITERATURE . . . . . . . . . ll Introduction . . . . . . . . . . . . . . . 11 Summary . . . . . . . . . . . . . . . . . . 22 III. DESIGN AND METHODOLOGY OF THE STUDY . . . . 23 Introduction . . . . . . . . . . . . . . . 23 Method of Sampling. . . . . . . . . . . . . 23 Development of the Instrument . . . . . . . 24 Population Grouping . . . . . . . . . . . . 25 Analysis of the Data . . . . . . . . . . . 26 Summary . . . . . . . . . . . . . . . . . . 26 IV. ANALYSIS OF THE DATA . . . . . . . . . . . 27 Introduction . . . . . . . . . . . . . . . 27 Departments Currently Conducting AI]. RCTP O O O O O O O O O O O O O O O O O 28 Departments Which Had Conducted An RCTP in the Past and Then Discontinued the Program . . . . . . . . . . . . . . . 28 iii Chapter Departments Which Anticipated Starting A RCTP Within the Next Two Years . . Departments Which Scheduled Their RCTP Regularly Throughout the Year . Scheduled Frequency of RCTP . . . . . Average Instruction Time Applied On A Weekly Basis in RCTP . . . . . . . Attendance At RCTP When Reporting For Duty . . . . . . . . . . . . . . TopiCs Used in RCTP Sessions . . . . . Other Types of Training Programs . . . Coordination of RCTP With Other Training Programs . . . . . . . . . Departments Which Have A Training Section Administering RCTP . . . . . Major Objectives of RCTP . . . . . . . Preparation of Training Materials. . . Training Materials Prepared by Outside Sources . . . . . . . . . . Use and Sources of Audio-Visual Aids . Outside Speakers Used In RCTP. . . . . Evaluation of RCTP . . . . . . . . . . Methods of Evaluation of RCTP . . . . Top Commands' Feelings Toward RCTP . . Officers' Feelings Toward RCTP . . . . Summary . . . . . . . . . . . . . . . V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS, RECOMMENDATIONS FOR FURTHER STUDY AND DISCUSSION . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . Statement of the Problem . . . . . . Methods, Techniques and Data Used. . The Major Findings . . . . . . . . . . Conclusions . . . . . . . . . . . . . Recommendations. . . . . . . . . . . . Recommendations For Further Study. . . Discussion . . . . . . . . . . . . . . BIBLIOGRAPHY . . . . . . . . . . . . . . . iv Page 31 33 34 36 37 37 39 40 42 44 45 46 48 50 51 52 54 55 57 58 58 58 58 59 63 66 71 72 79 Chapter APPENDICES A WUOUJ Personal Communications: International Association of Chiefs of Police Northwestern university Traffic Institute Los Angeles Police Department . . . . . . . . Cover Letter Sent to All Department Heads . . Research Instrument . . . . . . . . . . . . . Departments' Roll Call Curriculum . . . . . . Departments Surveyed and Departments Responding . . . . . . . . . . . . . . . . Page 82 88 89 96 118 LIST OF TABLES Table Page 1 Cities by pOpulation groupings . . . . . . 25 2. Departments currently conducting and RCTP . . . . . . . . . . . . . . . . 28 3. Departments which had conducted a RCTP in the past and then discontinued the program . . . . . . . . 29 4. Reasons for discontinuing a RCTP . . . . . 29 5. Departments which anticipate starting a RCTP within the next two years . . . . 32 6. Reasons for starting a RCTP within the next two years . . . . . . . . . . . 32 7. Departments scheduling their RCTP sessions regularly throughout the year . . . . . . . . . . . . . . . . 34 8. Frequency of scheduled RCTP sessions . . . 35 9. Average amount of roll call instruction time an officer receives on a weekly basis . . . . . . . . . . . . . . . . . 36 10. Departments in which their officers attend RCTP sessions when they report for duty . . . . . . . . . . . . 37 ll. How departments chose their tOpics for RCTP sessions . . . . . . . . . . . 38 Table 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Other types of training programs being conducted . . . . . . . . . . Coordination of RCTP with planned, in-service training programs . . . RCTP administered by Training section I O O O O O O O O O O O O 0 Departmental personnel administering RCT P . . . . . . . . O C . C . . C Major objectives of RCTP . . . . . . Departments which prepared their own bulletins and materials used in the RCTP sessions . . . . . Estimated per cent of materials developed by department . . . . . . Departments which regularly depended upon subject outlines and materials prepared by an outside source . . . Estimated per cent of materials obtained from outside sources . . . Major outside sources for training materials 0 O O O O O O O O O O O 0 Departments which regularly used audio-visual aids in RCTP sessions. . . . . . . . . . . . . . Major sources of audio-visual aids . Departments which used speakers from outside the agency in their RCTP . . . . . . . . . . . . Representative types of outside speakers . . . . . . . . . . . . . vii Page 39 42 42 43 44 45 46 46 47 47 48 49 50 50 Table 26. 27. 28. 29. Departments which evaluated their RCTP periodically . . . . . . . . Methods used to evaluate the effectiveness of RCTP . . . . . . Departments in which the top command felt their RCTP contributed significantly to improved departmental Operations and procedures . . . . . . . . . . . Departments in which officers attend- ing RCTP sessions felt the program contributed significantly to their personal efficiency and effective- ness as law enforcement officers viii Page 51 52 54 55 CHAPTER I THE PROBLEM Statement of the Problem Police agencies in the United States are charged with six major responsibilities. They are as follows: Prevention of criminality. Repression of crime. Apprehension of offenders. Recovery of prOperty. Regulation of non-criminal conduct. Performance of miscellaneous services. There are many duties to be performed in reference to these responsibilities. The responsibility of regulation of non-criminal conduct also involves the sizable responsibility of the safe, efficient and expeditious transportation of peOple and goods from one point to another. In order to effectively accept and carry out these responsibilities, 1 George D. Eastman, and Esther M. Eastman (Eds.), Municipal Police Administration (Washington: International City Managers Association, 1969), p. 3. 1 2 police agencies must recruit and train personnel in the com- petencies needed to adequately perform these duties. They must train on a continual basis from pre-service basic recruit training to in-service training to advanced training. The need for in—service and advanced training is dic- tated by many factors, not the least of which is changing social conditions, the complexities of society, increased mobility of criminal behavior, changes in the law and its administration, restructuring of the criminal justice system and human relations. Added to these problems is the evidence of continual rising crime rates in most jurisdictions.2 In order to keep abreast of these conditions and effec- tively carry out these responsibilities, the police are ever searching for new and better training programs. One such type of new training program is roll call training (RCTP).3 This type of training is presented to police of- ficers in short, generally 10-15 minute briefing sessions, prior to the officers assuming their duties on an assigned shift. It derives its label from the short 10-15 minute 2 . . . Uniform Crime Reports (Washington: Federal Bureau of Investigation, 1971). Roll Call Training Programs, hereinafter referred to as RCTP. 3 briefing period that is presented to all officers prior to assuming their duties on a particular shift. That is, police officers generally report to a squad room for a briefing on recent crimes committed, stolen cars to be alert for, wanted persons, lost children, and events of that nature. Thus, rather than reporting to the squad room lO-lS minutes prior to assignment, the officers report 20-30 minutes prior to the assignment of which the first 10-15 minutes are devoted to short, brief training sessions and the remaining 10—15 minutes to the briefing of assignments that is normally administered. This type of training was first implemented in the Los Angeles, California, Police Department in 1948.4 In addi- tion to the Los Angeles Police Department, other police agencies in times past had used the Opportunity of roll call briefing, when they have their officers grouped together, to implement short training programs. These programs generally ranged from 5-15 minute training sessions and thusly have been titled ”roll call training." This training varied greatly from the passing on of rules and regulations of the 4 . . . . W.H. Parker, Daily Traininquulletin g£_the Los Angeles Police Department (Springfield: Charles C. Thomas, 1961), p. v—ix. 4 department to more formalized training programs of investi- gative techniques, arrest procedures, changes in the law, field interrogations and subject matter of this nature. Generally, roll call training permits the supervisor or administrator of the department to maintain a daily line of communication, to or from, the personnel directly under his supervision. This provides a means to alter, innovate, or transform department policy and procedure immediately. This is especially effective in emergency situations. The appli- cation of this training varies from department to department, but generally is applied on a daily, weekly or monthly inter- val in short sessions prior to the officer reporting to his assignment or post. The need for this research was indicated by a review of the history and literature of RCTP, in that a nationwide sur- vey of the nature and sc0pe of this kind of a training pro— gram has never been completed. In addition, national organi- zations having a direct concern in this type of training were personally contacted and indicated, in their judgment, that not only had a survey of this kind never been conducted but that there was considerable need for it. Such organizations as the International Association of Chiefs of Police, the 5 Northwestern University Traffic Institute, and the Los Angeles Police Department in personal communications indi— cated their interests (see Appendix A). Police departments traditionally look to comparables, other departments' experiences, and therefore this research, upon publication, may well serve to assist them in assessing their own roll call training program. Importance of the Study The Highway Traffic Safety Center, Continuing Education Service, Michigan State University, in 1969 and 1970 con- ducted a non-published nationwide survey of RCTP in cities with a population of 100,000 persons and above and state police and highway patrol agencies. The survey experienced considerable success with an 83 per cent response from the cities and an 88 per cent response from state agencies. Indicating and justifying the need for this type of research was the response from many major departments expressing their desire to receive a report of the study's findings. Such police departments as Dallas, Texas; Denver, Colorado; Detroit, Michigan; Honolulu, Hawaii; Jackson, Mississippi; New Orleans, Louisiana; New York City; Oakland, California; just to mention a few, and such state agencies as the 6 Commonwealth of Massachusetts, Pennsylvania State Police and the Metropolitan Police Department of the District of Columbia, also requested information concerning that survey. This gave impetus to the desire to study RCTP in all city police departments of population 25,000 to 100,000. Purpose of the Study The purpose of this research was to determine the nature and scope of RCTP in police departments in communities in the population group of 25,000 to 100,000 peOple throughout the United States. There were 727 such communities. An addi- tional factor was to use the data from this research, supple- mented by the previous information obtained in communities of 100,000 pOpulation and above, to provide the police agencies of this nation with information regarding RCTP in all communi- ties of 25,000 and above. Objectives of the Study For purposes of this research, objectives were listed as primary and secondary. The primary objectives were directed 5U.S. Bureau of the Census, 1970 Census 9f_Popu1ation. Number of Inhabitants: United States Summary (washington, D.C: GPO, December, 1971), Table 31. 7 at the intent and purpose of the research while the secondary objectives, although not as crucial, were considered neces- sary for a comprehensive evaluation of RCTP in departments studied. Primary Objectives: — Determine the status of RCTP in police agencies in cities of 25,000 to 100,000 population in the United States. - Identify those departments conducting an RCTP. - Determine if the RCTP of the agencies responding is a true RCTP in relation to accepted definitions. - Ascertain if the RCTP is coordinated with other in-service training programs. - Analyze the reasons for implementing an RCTP and then discontinuing. — Determine if the RCTP is evaluated. — Determine how RCTP is evaluated and the methods used. Secondary Objectives: — Obtain training materials used in RCTP in the various departments. — Identify the frequency of the use of RCTP. 8 Determine how much time is alloted officers in the RCTP . Determine how an RCTP is conducted in a given agency as to when it is conducted. Ascertain how subject matter is selected for the RCTP. Identify other types of training that the RCTP is coordinated with. Determine the major objectives of the departments conducting RCTP. Determine who prepares materials used in the RCTP . Identify those departments planning to implement an RCTP . Determine kinds and sources of visual aids used in the RCTP. Determine kinds and sources of outside speakers used in the RCTP. Determine the attitude of command toward the department's RCTP. Determine the attitude of the front line officers toward the RCTP. 9 Definition of Terms For the purpose of this research, the following terms were defined: 1. Roll Call Training Program (RCTP). Training ses- sions of a short, 10-15 minute period administered to police officers just prior to their roll call briefing and assignment to duty. Recruit Training. That training administered to pre-service personnel prior to their becoming sworn police officers and receiving duty assign- ments. In-Service Training. That training administered to sworm personnel on an intermediate basis throughout the year. Training programs of a more formal nature on a periodic basis, generally involving lectures of one hour or more. Advanced Training, Training of a more SOphis- ticated nature, generally involving the officer outside of his department with academic institu- tions or training institutes. 10 Scope of the Study All police agencies in the population group of 25,000 to 100,000 were selected to be surveyed. Due to the lack of information on these programs and the suspected sporadic nature of implementation, it was decided to survey all agen- cies rather than rely on a selected sample. There were 727 such agencies surveyed. Organization of the Study In Chapter II a review of literature related to RCTP may be found. Chapter III deals with the study design, definition of the universe, method of sampling and develOp- ment of the interview instruments. In Chapter IV there appears relevant data concerning the nature, extent and evaluation of RCTP in the selected police agencies. Chapter V contains the summary, conclusions, recommendations, recom- mendations for further study and discussion. CHAPTER II REVIEW OF THE LITERATURE Introduction It became evident at the outset of the research that literature relating directly to this type of study was non- existent. Research of libraries, magazines, professional briefs and direct contracts with national organizations (see Appendix A) revealed that a research project of this type had never been conducted. Most references to RCTP in the literature revealed the thrust of the articles was towards what an individual department was doing in regards to their own program. This had no application to a nationwide study of this type. Therefore, this chapter is limited to a review of what noted authorities have had to say about RCTP. RCTP is a relatively new concept for police training beginning in 1948 with the Los Angeles, California, Police Department: ”Roll call training started rather spontaneously when some of our supervisors in the patrol divisions felt an obligation to pass on their experiences to the policemen under their supervision. This training 11 12 was accomplished through short discussion periods during roll call time. Both supervisors and policemen agreed that training at roll call was an excellent method of assisting the field officer in the performance of his complex duties. "Later, the roll call period in all divisions was lengthened from 15 to 30 minutes to allow for a 15—minute training period daily. This roll call training was established in all of the patrol div- isions. It soon became apparent that to do a good job of teaching, the supervisor had to spend con- siderable time in organizing adequate material. "In most cases, our field supervisors are too occupied with their regular duties to spend sev- eral hours each day in research. It, therefore, became obvious that if roll call training was to be of the best quality, the supervisor should be assisted by some central agency in the preparation of lesson material. So the Field Training Unit of the Training Division was created to assist the supervisor-teacher. "This Unit conducted a work problem survey, polling the opinions of 500 officers of all ranks within the Department. This survey gave us a clear picture of the problems of our personnel, both from the field and management viewpoint. After the survey, the Field Training Unit developed material to answer the problems of the field police- man. ”Roll call training was conducted seven days each week. Five days a week, the line supervisor, acting as instructor, taught lessons based on mat- erials furnished by the Field Training Unit. The other two days were devoted to reviews of previous lessons or to special divisional problems. A Daily Training Bulletin which contained the sub- stance of the material taught in the scheduled roll call training periods was issued to each officer. To insure better understanding and retention of the Bulletin material, graphic illustrations were used. 13 "In the search for information that would provide theypolice officer in the field with answers to some of hisjproblems, it was necessary to_go to many sources. Phases of law enforcement dealing with administration, evidence, criminology, scien- tific investigation, etc., have been excellently covered. Phases of law enforcement dealing with field tactics and problems have been less adequately dealt with. Little information on problems of this nature was to be found in written form. Therefore, it was necessary to go directly to the police expert to obtain the answers to some of these problems. The information that officers received on "how to repress crime" was develOped primarily from con- ferences on some of our most successful officers and their supervisors. The information that officers received on how to improve their chances of apprehending an armed robber originated in con- ference groups composed of men who had been very successful in this phase of our work. Problems requiring a legal answer were researched by policemen working in collaboration with the office of the City Attorney. All of the train- ing material was carefully checked and approved before it was presented. "The Dailijraininngulletin was directed to the problems of the field officer. The coverage of a subject was generally limited to those things which the officer must know, or should know, to be able to do a professional job. No attempt was made to cover highly technical subjects which are usually the concern of specialists; nor was any attempt made to cover supervisory or adminis- trative problems. "The purpose of the roll call training program, from which the Daily Training Bulletin grew, was to provide a two-way channel of communication between the field officer and police management. The Bulletin itself was develOped with two main objectives: to give the policeman a permanent reference which would assist him in knowing, l4 understanding, and applying approved policies, rules, procedures, and techniques; and to enable individual officers to prepare for advancement."6 Often referred to as America's top c0p,7 August Vollmer, former police chief of Berkley, California, wrote the following concerning the value of the Los Angeles roll call program: "The Los Angeles Police Daily Trainipg Bulletin is an outstanding contribution to police adminis- tration. It will be of inestimable value as a means of helping to improve the police service of the United States and of other countries. The Daily Training Bulletin demonstrates a simple method whereby any police department, regardless of its size, can pool the knowledge, experience, and wisdom of the department personnel and use the information thus obtained for purposes of instruct- ing the entire membership of the organization. Moreover, as will be observed from a perusal of the Bulletin, assistance was solicited from experts in all fields of endeavor when their advice was needed to clarify a question regarding the procedure to be applied in situations requiring action by the police. Despite the magnificent advances which have been made in police training, no inservice police training program of the future will be com— plete unless it makes full and constant use of the idea develOped for daily training by the Los Angeles Police Department. W. H. Parker, pp. cit., pp. vii—viii. V. A. Leonard and Harry W. Moore, Police Organization and Management (Mineola: The Foundation Press, Inc., 1971), p. 46. . 15 "A significant feature of the Los Angeles plan is that it encourages policemen to seek assistance from their superiors when they encounter difficult problems and are uncertain how to proceed. If the needed information cannot be supplied by their com- mander or supervisor, and their immediate superiors, then a specialist or a group of specialists will be requested to furnish the knowledge needed to c0pe with the specific problem. By this method of stimu- lating the policemen to seek aid when they are in doubt about the correct procedure to be followed in a given situation, the tempo of the department is quickened and the interest of the policemen is aroused in better police service. ”The L9§_Angeles Daily Training Bulletin, pre- sented in the instant volume, should be required reading for all law enforcement officers. Adminis- trators, commanders and supervisors will not only profit from the wealth of material contained in each lesson, but they will also learn how to imple- ment and strengthen their teaching facilities; sub- ordinates will find the answers to many of their perplexing questions; and all peace officers can find out for themselves whether or not they have learned the lessons contained in this volume by refering to the review questions and the answers to them. Police schools should adOpt this volume as a text or reference work in their training courses dealing with police procedure, for much of the mater— ial is not to be found in any other source presently available. "Not the least of the values of the Daily_Training Bulletin are the lessons that may be learned by the layman, providing that he will read carefully the instructions given in the Bulletin. The citizen will discover that the tasks assigned to the police depart- ment are extremely complicated; that all of the arts and sciences are called upon to contribute their share toward a better understanding of the multiplicity of 16 problems that confront the police; that untrained persons should never be entrusted with such grave responsibilities; and that no police department can discharge its obligations successfully without the active and undivided support of the public.“8 Some have questioned the utility and the value of short segments of training, such as roll call. A look to educa- tional psychology indicates evidence supporting this type of training. Kimble states: "One of the most generally valid of all statements that can be made about human learning is that some form of distributed practice is superior to massed practice....that conditioning is more rapid under distributed than under massed practice." The distributive versus massed learning techniques can be compared with that of the roll call versus in-service training techniques. As most authorities point out (see Appendix A), there is a need for both. However, studies in educational psychology point out some interesting factors concerning distributive versus massed learning techniques: "A general conclusion concerning studying an assignment all in one sitting or dividing the study time into a number of shorter sessions is that dis— tributed practice is more efficient than massed practice. Many studies under a large variety of 8 . .. ... W.H. Parker, pp. Cit., pp. Vii-Viii. 9Gregory A. Kimble, Principles gtheneral Psychology (New York: The Ronald Press Company, 1956), pp. 244-245. 17 conditions support this general finding, but of course there are exceptions."10 DeCecco further elaborates on the conditions of massed versus distributive practice by stating: "Although not many teachers or students took the statement seriously, most textbooks in the past rather flatly reported that more learning resulted from distributed than from massed prac- tice....theoretically, distributed practice is beneficial because the intervals allow time for unwanted or erroneous responses to drOp out or to become extinguished."ll Many experimental studies have been performed comparing distributive practice with massed practice. An experiment by Lorge gives the basic phenomenon in the distribution of practice. Lorge studied the effects of continuous practice for 20 trials compared with the effects of practice which a rest period of one minute or a rest period of one day inter- vened between each trial. The tasks he used were mirror drawing, mirror reading and code substitution. He found that both cases of distributive practice resulted in better lOJ.M. Brown, et. al., Applied Psychology (New York: The Macmillan Company, 1967), pp. 17~l9. 1 John P. DeCecco, The Psychology prLearning and Instruction (Englewood Cliffs: Prentice-Hall, Inc., 1968), pp. 346-347. l8 learning than massed practice.12 Duncanl3 studied the effect of distribution of unequal practice on the acquisition of the ability to keep a small stylus on a constantly moving target. He allowed some of his subjects to practice continuously; the remainder of his sub— jects were periodically interrupted for a rest period. The rest periods actually occupied two—thirds of the practice period, so that the group practicing continuously had three times as much practice. Despite this heavy balance in favor of the massed-practice group, distributed practice produced better performance. The distributed practice group maintained the superiority it had shown during the initial learning after a pause of ten minutes. Therefore, it appears clear that the effects of distribution are powerful and consistent. Kientzlel4 studied the effect of varying the rest period while holding the work periods constant. The measure of 2Lorge, I. Influence pf_Regularly Integpolated Time Intervals Upon Subseguent Learning. Teach. Coll. Contr. Educ. No. 438, 1930. 13 Duncan, C.P. ”The effect of unequal amounts of prac- tice on motor learning after twenty-four hours and after four- teen months." g, exp. Psychol., 46, 445-452. 14. . . Kientzle, M.J. PrOperties 9f Learning Curves Under Varied Distribution pf_Practice. J. exp. Psychol., 36, 187— 211, 1946. 19 performance Kientzle used was the number of alphabet letters subjects could print upsidefdown in a one—minute trial. Kientzle varied the rest intervals between trials from zero to seven days. In general, Kientzle's experiment showed that, for this task, small rest periods resulted in great improvement over no rest between trials, but that beyond 45 seconds not much advantage was gained by increasing the rest intervals. An interesting experiment was by Crawford, et. al.,15 in one study of training fighter pilots to fire at towed targets; the results clearly showed that if a fixed amount of ammuni— tion was distributed over many training missions, the percen- tage of target hits was as much as five times better than if all the ammunition was fired on one mission. One of the ways to approach an experiment in distribu— tive practice is explained by DeCecco: "Now, how can these general findings be applied to specific assignments? Suppose a list of English vocabulary words and French equivalents must be memorized. Assume that several of the French words have somewhat similar spellings or sounds, exact French words must be associated with the English words, the list of words is relatively long, and the speed at which he works. Distributed practice 15 Crawford, M., et. al., Psychological Research 9Q. Operational Training ip_the Continental Air Forces (AAF Aviation Psychol. Program Res. Rep., 1947), No. 16. 20 would probably be of considerably more value than massed practice. The list should be studied by looking at the English word and saying and thinking the French word or writing it on a separate sheet. Immediately after giving the response (French word) the answer should be checked (to maximize the effect of reinforcement). The study session should be a relatively short period of time. If one hour is budgeted as the entire time for the study of French vocabulary, the time should be broken into several short periods for at least two half—hour sessions. Some other activity--study in another subject, a coffee break, sports or going to dinner-~should be engaged in between sessions of studying French vocabulary. The same procedures can be followed advantageously for all materials to be memorized, such as chemical formulas, dates, shorthand nota- tions, and even motor skills, like shooting a basketball, playing golf, and so on."16 A practical approach by training personnel who have utilized the short briefing approach to training is evi- denced by the United States Army: "Frequenty, short periods of instruction are more effective than less frequent, longer periods. The ideas contained in four well planned, weekly, 15-minute classes are more readily absorbed than those contained in a one-hour lecture once a month, regardless of how well the latter is planned and delivered."17 Gourley and Bristow had much the same position as the United States Army: 16 . DeCecco, pp, Cit., pp. 346—347. 7 United States Army Field Manual FM 19—30, Physical Security (Washington: Headquarters, Department of the Army, 1965). p. 141. 21 "People do not long retain training material covered unless they use it. The brief roll call training period is sufficiently long so that a selected bit of information can be adequately pre- sented. If the training period averages only ten minutes a day, each man can expect to receive nearly forty hours of instruction each year. Research in training shows that with the same total hours of instruction, many short sessions will result in more learning than will a few long sessions."18 Another advantage to a continuous type of training pro- gram, such as roll call, was suggested by the International City Manager's Association: "Police officers who have been in the habit of getting together frequently to keep abreast of local conditions and effective tactics should respond more effectively to minor or major crises than if they had not been accustomed to collective thinking and action. They will more enthusias- tically support departmental policies if they feel they have had a hand in develOping them through these periodic meetings.”19 Most authorities reviewed cited the need for roll call training to be combined with in-service training programs. As well as providing a daily continuous training program, roll call training serves well as a bridge between regularly scheduled in—service programs: 8 Douglas G. Gourley and Allen Bristow, Patrol Adminis— tration (Springfield: Charles C. Thomas, 1966), p. 152. 19Municipal Police Administration (Chicago: International City Manager's Association, 1961), p. 189. 22 “Much of the existing in-service training is given in brief, daily form. For example, many departments conduct roll call training for from 5 to 20 minutes at the beginning of each tour of duty, and utilize excellent training aids such as 'Training Key' or Sight/Sound films provided by the International Association of Chiefs of Police. While the short, daily training sessions for police officers have great value, these programs should be supplemented by an annual period of intensive in-service training. The necessary length of such training will vary among departments. It is doubtful, however, that yearly training needs can be fulfilled in less than 1 week.”20 Summary Short frequent periods of training, as an effective technique, has been supported by the literature. However, this form should not stand alone as the only training prOgram and must be supplemented by intensive in-service training. There was no information in the literature concerning the nature and sc0pe of RCTP. The research performed here should assist in filling that void. 20 . . . . Task Force Report: The Police. PreSident's CommlSSion on Law Enforcement and Administration of Justice (Washington: Superintendent of Documents, U.S. Government Printing Office, 1967). p. 140. CHAPTER III DESIGN AND METHODOLOGY OF THE STUDY Introduction In the preceeding chapter a review of the literature was presented. In this chapter the design and methodology of the research are presented. This research was designed to determine the nature and sc0pe of RCTP in police depart- ments of cities of population of 25,000 to 100,000. Method of Sampling As RCTP has been sporadic in nature, a selected sampling procedure was not employed. Rather, all cities 25,000 to 100,000 population in the United States, of which there were 727, were surveyed. For the purposes of the research, it was assumed that, generally, cities under 25,000 pOpulation would not likely have a RCTP. The questionnaire method was employed and sent to all department heads with a cover letter requesting their COOperation (see Appendix B for a sample of the cover letter, and Appendix C for the questionnaire that was employed). 23 24 Development of the Instrument The content of the questionnaire used in the study was develOped by the researcher with the assistance of a variety of competent people. Dr. Victor Strecher, School of Criminal Justice, Michigan State University assisted materially by ”trouble shooting" the survey instrument. His experience as former training director of the St. Louis, Missouri, Police Department, as well as being involved in many other education and training functions, stood well in the evaluation of the instrument. Other local police officials gave con- structive comments and the author's ten and one-half years' police experience, much at the training and command levels, influenced the questionnaire's final subject matter content. It was then designed by Mr. Robert Shinn, a specialist in communications with the Highway Traffic Safety Center, Continuing Education Service, Michigan State University. An almost identical questionnaire was employed while surveying cities of 100,000 pOpulation and state agencies during research completed by the Highway Traffic Safety Center in 1970. Thus, the questionnaire used in this research had apparently been successful in the previous survey in which an 83 per cent response was received in the cities, and an 88 per cent 25 response received from the states with information satisfying the objectives and the intentions of the previous study. The questionnaire in the previous study was also designed by the writer and pre-tested with assistance of police administrators in a local tri—county area. Some problems noted in the ques- tionnaire in the previous study were corrected prior to mail— ing. The questionnaire was so designed that departments not having an RCTP needed only to complete the first page and return their response. POpulation Grouping The departments contained within the sample to be sur- veyed were grouped by community size as is presented in Table l. The purpose of this grouping was to determine if there was any significant pattern to RCTP by community size. Table 1. Cities by population groupings. Number of Number of Per Cent Population Cities in Per Cent Cities of Cities Grouping Population of Total Responding Responding_ 25,000-50,000 492 68 396 67 50,000-75,000 159 22 129 22 75y000-100,000 76 10 68 11 Total 727 100 593 100 26 There was no apparent pattern, or uniqueness, as to involvement by size, quality of program, evaluation tech- niques and other pertinent data asked on the questionnaire. RCTP curriculum was requested and is delimited by depart- ments responding in Appendix E. There was no apparent need to group the departments by pOpulation for further analysis in the study. Analysis of the Data The research was designed to obtain descriptive data. Therefoere, there was no statistical manipulation necessary and the data was reported out in descriptive tables with analyses in Chapter IV. Summary In this chapter the method of selecting the sample, the process of communicating with the departments, and development of the instrument were presented. In the following chapter the analysis of the data may be found. CHAPTER IV ANALYSIS OF THE DATA Introduction In the preceding chapter, the design and methodology of the study was presented. In this chapter the analysis of the data will be found. The chapter was divided into twenty-nine tables to delimit the twenty questions on the survey question- naire. Many of the questions required narrative responses. An attempt was made to summarize those responses into meaning- ful subject-matter areas. Following each table these respon- ses were indicated with summary data presented to reflect the general themes of the departments responding. An analysis of the tables was then presented pointing out the highlights of each. The information obtained is descriptive in nature and has been reported out in tables, designed to correspond with questions in the research vehicle. A total of 593 (or 82%) of the surveyed 727 departments responded. 27 28 Departments Currently Conducting An RCTP Presented in Table 2 is the extent of RCTP of the 593 responding departments. Table 2. Departments currently conducting an RCTP. Departments Number Per Cent Yes 284 48 No 309 52 Total 593 100 This table indicates that five hundred and ninety—three departments responded to the study. There was an approximate even split between departments having RCTP and those not having RCTP. Two hundred and eighty-four (or 48%) responded they are presently conducting a RCTP; while three hundred and nine (or 52%) indicated they were not presently conduct— ing a RCTP. There appeared to be no set pattern or depart- ment size or concentration in a geographical location. Departments Which Had Conducted An RCTP in the Past and Then Discontinued the Program Table 3 indicates those departments which have conducted a RCTP in the past and then discontinued the program. 29 Table 3. Departments which had conducted a RCTP in the past and then discontinued the program. Departments Number Per Cent Yes 93 27 No 257 73 Total 350 100 Although 257 (or 73%) of the departments responding indicated they had not discontinued their program, an interesting number of 93 (or 27%) of the departments indi— cated they had terminated their programs. Table 4. Reasons for discontinuing a RCTP. Reason Number Per Cent Time problems 28 29 Administration 13 13 Personnel problems 12 12 Money problems 12 12 In-service schools 12 12 Other 21 22 Total 98 100 Many of the departments responded in more than one area of difficulty and the time problems indicated ranged from reduction of patrol time, lack of time being allotted 30 for the RCTP, lack of time for discussion, supervisors complaining about taking their roll call time for training, lack of time to prepare the classes, to the problems of the times that men would report to work due to variability in shift assignments. Generally, the time problems were also included with lack of personnel and administrative problems. Generally, the administrative problems indicated included lack of assignment of a training officer or super- visor to be responsible for the program, difficulties in applying the program because of the variability of shift assignments, lack of a uniform approach, lack of interest on the part of the administration and tOp command, and lack of a planned, consistent program. Generally, personnel problems were also indicated throughout the areas of time, administration and money difficulties. However, consistent responses indicated there was lack of personnel assigned to conduct the program, lack of responsibility being given to certain personnel for the program, no training officer, and the resistance on the part of operational personnel for a program they are not being paid for. 31 Lack of available funds were cited consistently, including funds for personnel tO put on RCTP, funds to pay the officers overtime to attend RCTP, inability of political leaders to provide funding for such a program, and contractual problems with Operational personnel. The latter is an interesting point in that it appears that police officers, through their union leaders, are negotiating pay for training time even for a 10-15 minute program. A number of departments indicated they favored the traditional in-service type training over that of the RCTP. Their feelings generally were that it was easier to admin- ister, officers were more available and they felt it more productive. Interestingly enough, facilities were cited quite often as a factor of discontinuing the RCTP. A number of departments indicated the inability to have a location where officers could be grouped together for such type of training program. Also included in this area were the lack of equipment and materials for the program. Dppartments Which Anticipated Starting a RCTP Within the Next Two Years Presented in Table 5 is information which was asked in an attempt to present a picture of the extent of planning for a RCTP. 32 Table 5. Departments which anticipate starting a RCTP within the next two years. Departments Number Per Cent Yes 129 45 No 159 55 Total 288 100 One hundred and twenty-nine (or 45%) of the 288 departments responding to this question indicated they are anticipating starting a roll call training program. Table 6. Reasons for starting a RCTP within the next two years. Reasons Number Per Cent Efficiency - Need 49 29 Facilities — Equipment 15 9 Reorganization 4 2 Other 102 60 Total 170 100 Most departments responding in the affirmative indicated they recognized the need for up-grading their training pro- grams and felt an RCTP would be most effective. Many departments indicated the advantages of keeping the officers 33 current, the economical savings, that officers were grouped together therefore training could be eased, interest could be develOped and it was the easiest way to train. Departments consistently indicated their desire to obtain the International Association of Chiefs of Police Roll Call Training materials. They were either in the process or planning to purchase ”sight-sound" equipment and "training key" materials. They were also making use of other materials available in their local jurisdiction. Some depart— ments indicated they were making use of materials available in the community colleges. A number of departments indicated they were looking forward to instituting an RCTP as a result of obtaining new facilities, or effecting changes in old facilities to accommodate training classes. An interesting factor was that some departments indicated they wanted the results of this research prior to making a decision along these lines. A number of departments indicated that through depart- mental reorganization and the assignment of permanent personnel that an RCTP could now be effected. Departments Which Scheduled Their RCTP Regularly Throughout the Year. Some training programs are often scheduled on a sporadic basis. Table 7 presents information relating to the scheduling 34 practices of RCTP. Table 7. Departments scheduling their RCTP sessions regularly throughout the year. Department Number Per Cent Yes 234 . 86 No 38 14 Total 272 100 Two hundred and thirty-four (or 86%) of the departments indicated that they did schedule their RCTP on a regular basis throughout the year. This tends to indicate that departments do plan RCTP on a program basis rather than on a hit-and-miss scheduling basis. Scheduled Frequency of RCTP Although roll call training is a short, brief refresher type of training, the question was raised as to how often it was administered. Table 8 presents the frequency of scheduling of RCTP. Two hundred and sixty—four departments responded con— cerning their scheduling. The twenty departments not responding in this area either failed to fill out the ques— tionnaire completely or the indicators on question 5 failed 35 to meet their scheduling. Most departments responding indicated they scheduled their training sessions throughout the week. One hundred seventeen (or 44%) indicated it was scheduled on a 5-7 days/wk. basis. In addition, 13 per cent of the departments indicated a 3—4 days/wk. schedule and 26 per cent of the departments indicated 1-2 days/wk. schedule. These departments responding on the weekly schedule comprise 83 per cent of the total departments responding. This would indicate that most departments responding do have a program that is planned on a systematic basis. There were no departments reporting on a quarterly basis. Table 8. Frequency of scheduled RCTP sessions. Frequency, Number Per Cent 5-7 days/wk. 117 44 3-4 days/wk. 35 13 1-2 days/wk. 68 26 Once every 2 wks. 22 8 Once every month 24 9 Quarterlyy 0 0 Total 266 100 36 Average Instruction Time Applied on a Weekly Basis in RCTP The average amount of RCTP instruction time an officer was given is presented in Table 9. Table 9. Average amount of roll call instruction time an officer receives on a weekly basis. Frequency Number Per Cent 1 hour or less/wk. 174 63 2 hours/week 82 29 3 hours/week 15 6 4 hours or more/wk. 6 2 Total 277 100 One hundred and seventy-four (or 63%) of the responding departments indicated the officers received one hour or less per week. Another 82 (or 29%) indicated the officers received approximately two hours per week. Thus, 92 per cent indicated the officers received two hours or less per week. This would indicate the majority of the departments responding are pro— gramming their roll call instruction for short, brief periods of 10—15 minutes on a daily basis. This was one of the crucial points the study desired to determine; that is, was roll call training a systematically assigned program or administered on a sporadic, hit-and—miss basis? 37 Attendance at RCTP When Reporting for Duty Table 10 presents whether or not police officers attended RCTP sessions when they reported for duty. Table 10. Departments in which their officers attend RCTP sessions when they report for duty. Department Number Per Cent > Yes 264 94 No 17 6 Total 281 100 Two hundred and eighty-one of the 284 departments responded in this area (or 99%). Of the departments responding, 264 (or 94%) indicated their officers attend roll call training when they report for duty. Seventeen (or 6%) received their roll call training apparently at some other time. The overwhelming majority indicated their roll call training program was administered when officers report for duty. TOpics Used in RCTP Sessions Presented in Table 11 are the means the department used to select tOpics for their RCTP. 38 Table 11. How departments chose their topics for RCTP sessions. Method ‘ Number Per Cent Needs of Department 108 44 Staff - Supervisors 53 21 IACP Programs 31 14 Availability of Materials 27 11 Officer Requests 12 5 Other 12 5 Total ’ 243 100 Two hundred and ten (or 74%) of the departments responded by indicating how they chose tOpics for RCTP sessions. None of the departments indicated they were using the RCTP as a bridge between recruit, in—service and advanced training programs; that is, no department indicated the use of subject matter from these foregoing training programs in the RCTP. Some of the departments gave several responses and this is the reason why Table 11 shOws 243 responses. By far the majority of the responses indicated that subject matter and topics were dictated by the day-by-day needs of the department. Some departments noted deficiencies in the officers, new changes in the laws and unusual cir- cumstances developing. Some departments indicated considerable dependence on subject matter being determined on a supervisory level. 39 One department indicated the use of a periodic question- naire to assess its training needs. This was the only indi— cation in the survey of an attempt to assess needs in this manner. There was a general reliance upon the availability of materials. That is, departments indicated they would adminis— ter RCTP when they could obtain hand-outs, visual—aids and other pertinent materials. This was true to a great extent for those departments using the IACP programs. They tended to use the materials as it was sent to them. There was a marked absence of planning and coordination of training materials. Other Types of Training Programs Presented in Table 12 are other types of training pro- grams being conducted by the departments responding. Table 12. Other types of training programs being conducted. Types of Training Number Per Cent Pre-service 185 66 In-service 201 72 In-service-— specialized 233 83 Other 81 29 Total 700 250 40 A number of departments responded in all four areas of types of training. Therefore, numbers and percentages will not equate with 100 per cent. There were 280 departments responding (or 98%) of the total 284 having roll call train— ing programs- It is apparent from Table 9 that departments do not cease training at the pre—service level. Seventy-two per cent responded in the in-service level, and 83 per cent responded in the in-service--specialized level. This indi- cates considerable training beyond the pre-service or recruit level. Those responding in the area of "other" were gen- erally in the advanced type of schooling area where officers are sent outside of the department. Many of these indicated their reliance upon the community colleges for advance train- ing. Some departments tended to confuse advance training with in-service, refresher training. In addition, most departments indicating other types of training also responded in the pre-service, in-service and in—service--specialized areas . Coordination of RCTP With Other Training Programs There was an attempt to find out if departments were using RCTP to ”bridge the gap” between training programs. 41 An interesting factor elicited by the research is the dependence upon the IACP programs of "Training Keys" and "sight—sound“ visual aids. Some departments appear to have total dependence upon the IACP programs as they are promul- gated to the field. Also, some departments indicated they would select the IACP programs as to their relativeness to their needs. Most departments using IACP programs indicated they use them as they were made available to them. Some departments indicated they had not only depended upon, but searched out, information from the patrol officers. As noted by the Los Angeles Police Department,21 this is a necessity to the relativeness and currency of a roll call training program. Unfortunately, it was not indicated by very many departments as a device for determining subject matter. Some departments indicated their roll call training responded specifically to requests and interest shown on the part of the officers at both the Operational supervisory levels. However, these were minimal in the overall picture. 21 W. H. Parker, pp, cit., p. v. 42 Table 13 indicates whether or not the RCTP was coordinated with a planned, in-service training program. Table 13. Coordination of RCTP with planned, in-service training prOgrams. Departments Number Per Cent Yes 168 61 No 108 39 Total 276 100 Two hundred and seventy—six departments (or 97%) respon- ded. Of those responding, 61 per cent (or 168 departments) did indicate the RCTP is coordinated with other in-service training programs. However, a sizable number (108, or 39%) indicated it is not. Departments Which Have A Training Section Administering RCTP Who administered the RCTP was a central question. Table 14 presents whether or not the department uses a training section to administer the RCTP. Table 14. RCTP administered by Training Section. Departments Number Per Cent Yes 183 66 No 93 34 Total 276 100 43 The importance of the foregoing figures appear to lie in the fact that 93 departments (or 34%) administer their roll call training by other means than their Training Section. Two hundred and seventy—six (or 97%) of the departments responded to this question. Table 15. Departmental personnel administering RCTP. Personnel Number Per Cent Front Line Supervisors 57 69 Staff Personnel 20 24 Supervisors 6 7 Total 83 100 By far, front line supervisors were identified by the majority of the departments as having the responsibility for RCTP. It is noted these are departments indicating someone other than the Training Section or Training Officer has the responsibility for RCTP. A number of departments indicated simply supervisors; it is not clear whether they are front line supervisors, middle management, or at the tOp command level. Further, they possibly could be staff supervisors. Some departments indicated the Chief of Police or tOp 44 command administered the program. Some departments indicated that staff personnel, such as a Service Division, administered the program. A unique situation was indicated by certain cities in Southern California who, under a contractual arrange- ment with the Los Angeles County Sheriff's Department, are administered their training programs. Major Objectives of RCTP Table 16 presents the major objectives of RCTP. Table 16. Major objectives of RCTP. Major Objectives Number Per Cent Education 258 92 Training 265 95 Orientation 271 97 Procedures 254 91 Other 16 6 Table 16 indicates that roll call training is used almost equally for all the areas of education, training, orientation and procedures. Indeed, those 16 departments indicating other objectives of the training program used this space to further elaborate on the foregoing areas. This would indicate the departments are making maximum use of roll call training programs in all the foregoing areas. 45 Most departments responded in all areas giving a somewhat equal distribution. Preparation of Training Materials Presented in Table 17 are those departments which did or did not prepare their own training materials. Table 17. Departments which prepared their own bulletins and materials used in the RCTP sessions. Departments Number Per Cent Yes 224 82 No 51 18 Total 275 100 Two hundred and twenty—fan'(or 82%) of the departments indicated they prepared their own materials. For many departments, it was a part of their training program along with using the IACP "Training Keys" and "sight—sound” program. 46 Table 18. Estimated per cent of materials develOped by department. Estimated Per Cent Per Cent Number Responding, 25% 85 38 50% 64 27 75% 69 30 All 13 5 Total 231 100 Many departments do some preparation of their own materials in conjunction with other prepared programs. Training Materials Prepared By Outside Sources Table 19 presents those departments who regularly depend on subject outlines and materials prepared by outside sources. Table 19. Departments which regularly depended upon subject outlines and materials prepared by an outside source. Departments Number Per Cent Yes 198 72 No 78 28 Total 276 100 47 One hundred and ninety—eight (or 72%) of the responding departments indicated they depended on subject outlines and materials prepared by an outside source. Seventy-eight (or 28%) indicated they did not depend on outside sources. Table 20. Estimated per cent of materials obtained from outside sources. Estimated Per Cent Per Cent Number Responding 25% 42 15 50% 61 22 75% 80 29 All 14 5 The range of departments responding was from 25-75 per cent of the materials obtained from outside agencies. Only 14 (or 5%) of the departments indicated they obtained all the materials from an outside source. Table 21. Major outside sources for training materials. Source Number Per Cent IACP 112 36 Other Law Enforcement Agencies 96 31 Federal Agencies 39 13 Private Sources 30 10 Colleges 17 5 Training Councils l7 5 Total 311 100 48 Many departments responded to more than one source. The International Association of Chiefs of Police (IACP) far out- weighed all other resources in supplying RCTP materials to police departments. In response to this question and others throughout the survey, departments indicated considerable dependence upon the IACP materials. Use and Sources of Audio—Visual Aids Table 22 indicates whether or not departments regularly use audio-visual aids. Table 22. Departments which regularly used audio-visual aids in RCTP sessions. Departments Number Per Cent Yes 199 72 No 79 28 Total 278 100 Two hundred and seventy-eight (or 98%) of the depart- ments responded to this question. One hundred and ninety- nine (or 72%) responded in the affirmative indicating con- siderable reliance upon audio—visual aids. 49 Table 23. Major sources of audio-visual aids. Source Number Per Cent IACP 57 33 Other Law Enforcement Agencies 50 29 Self-Produced 30 18 Federal Agencies 18 10 Colleges 9 5 Traininngouncils 9 5 Total 173 100 The departments relied heavily upon the resources of the IACP. They cited the use of the IACP "Training Keys” and "sight-sound” program. An interesting point to note was there also was considerable reliance upon self-development of audio-visual aids. It appears the police departments interchanged materials and visual aids to a considerable extent. In some departments, there appears to be a lack of organization and planning for the RCTP programs. There was evidence that departments used materials as they could get their hands on them. Some departments stated "as we can find them.“ 50 Outside Speakers Used In RCTP Presented in Table 24 are those departments who indicated they did or did not use the services of outside speakers in their RCTP. Table 24. Departments which used speakers from outside the agency in their RCTP. Departments Number Per Cent Yes 89 32 No 187 68 Total 276 100 Two hundred and seventy-six (or 97%) of the departments responded to this question. One hundred and eighty—seven (or 68%) indicated they did not use outside speakers in their RCTP. However, 89 (or 32%) did indicate they used outside speakers. Table 25. Representative types of outside speakers. Types Number Per Cent Other Law Enforcement Agencies 50 45 Local Professional Persons 31 28 Legal Profession 23 21 Colleges 7 6 Total 111 100 51 The departments listing outside speakers indicated the major sources as judges; prosecutors; local professionals such as ministers, doctors, minority group representatives, and businessmen. Other agencies such as the state police, the FBI, local governmental agencies, local police and other state and federal agencies were listed. There is a trend for reliance upon the universities and community colleges for resource manpower. Evaluation of RCTP Presented in Table 26 is the extent that departments responding evaluate their RCTP. Table 26. Departments which evaluated their RCTP periodically. Departments Number Per Cent Yes 205 74 No 73 26 Total 278 100 Two hundred and seventy-eight (or 98%) of the depart- ments responded to this question. Two hundred and five (or 78%) of the departments indicated they did, in fact, 52 evaluate their training programs. Just how they evaluated their training programs is indicated in Table 27. Methods of Evaluation of RCTP Detailed information was requested as to the ways and types employed in the evaluated process of RCTP. Table 27 presents the departments' responses to the detailed question- naire. Table 27. Methods used to evaluate the effec- tiveness of RCTP. Type of Evaluation Number Pep Cen§_‘ Questionnaires involving officers 54 19 undergoing roll call training. Personal interviews involving 129 46 officers undergoing roll call training. Examinations measuring transfer 79 28 of knowledge to officers involved in the roll call training program. Indicators relating to the ability 44 16 of the roll call training program to maintain the interest of the officers undergoing training. Measurements showing degree of 116 42 improvement in on-the-job abilities of the officers undergoing training. 53 Table 27 (continued) Type of Evaluation Number Per Cent Indications of program's effec- 100 36 tiveness based on the judgement of instructors. Statistical studies of officer 51 18 efficiency and effectiveness after undergoing roll call train- ing. Studies conducted by outside 6 2 consultants called in to eval- uate, objectively, the effec- tiveness of the roll call training program. Pre-test, post-test method. 23 8 Control group method. 11 4 Other. 29 10 Two hundred and seventy-eight (or 98%) of the departments indicated the means by which they evaluated their Programs. The means they employed were listed as personal interviews, involving officers undergoing roll call training; measure- ments showing degree of improvement in on—the-job abilities; indication of program's effectiveness based on the judgement of instructors; indicators relating to the ability of the roll call training program to maintain the interest of the officers undergoing training; questionnaires involving 54 officers and an indication of program's effectiveness based on the judgement of instructors. Other areas receiving less response were statistical studies of officer efficiency and effectiveness after undergoing roll call training; other types of measurements, pre—test, post-test method and control group method. Some departments indicated that no standard method had yet been devised to evalute with. TopyCommands' Feelings Toward RCTP Table 28 presents the feelings of the top command, of the departments involved, towards RCTP. Table 28. Departments in which the top command felt their RCTP contributed signifi- cantly to improved departmental Operations and procedures. Departments Number Per Cent Yes 241 89 No 29 11 Total 270 100 Two hundred and forty—one (or 89%) of the departments indicated their top command felt the present roll call pro- gram contributed significantly to improved departmental 55 operations and procedures. Twenty-nine (or 11%) indicated top command did not feel the program contributed signifi- cantly. Those departments indicating tOp command did not feel the program contributed, generally responded the command felt there was a lack of time; the program did not adequately provide necessary training in the areas needed; received no comment or no Opinion from the top command either way; the program was not well organized; the program was totally inadequate; and the program lacked follow-up. Officers' Feelings Toward RCTP Table 29 indicates those departments where officers attending roll call sessions felt the program contributed significantly to their personal growth. Table 29. Departments in which officers attending RCTP sessions felt the program contributed significantly to their personal efficiency and effectiveness as law enforcement officers. Departments Number Per Cent Yes 245 89 No 31 ll Total 276 100 56 Two hundred and seventy-six (or 97%) of the departments responded to this question. As for the top command, depart- ments indicated in their answers to the question that the officers felt the program contributed significantly to their effectiveness. Those departments indicating the officers did not feel the program contributed significantly expressed the reasons as a lack of interest on the part of the officers, the program was not systematic, too brief, too informal, too limited, a lack of time for the program, officers resisting change and a lackadaisical attitude. The foregoing tables completed the survey vehicle. In addition, a footnote was added on the last page of the ques- tionnaire which stated as follows: If available, please attach program and course content outline to give a representative picture of the range Of tOpics and time allotted to each subject. If COpies are not available, please note below a representative listing of the past 3 months of your roll call program. Very few departments forwarded the program materials. Those that did forward materials were evaluated along with those departments listing a sample of their training programs for the past 3 months on the questionnaire. For detailed information concerning departments responding to this 57 footnote, please see Appendix F. Ninety-three (or 33%) of the departments listed information concerning the last 3 months of their RCTP. A review of this information indicates that most RCTP are oriented towards the immediate needs of the departments. Again, considerable reliance is indicated on the IACP “Training Keys" and "sight-sound" prOgram. Summary In this chapter the analysis of the data was presented. The chapter was divided into 29 tables, applying to each ques- tion area on the research instrument. Many of the questions asked required narrative responses and these were summarized under general themes as presented by the responding depart- ments. In the following chapter the summary, conclusions and recommendations may be found. CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS, RECOMMENDATIONS FOR FURTHER STUDY AND DISCUSSION In the preceeding chapter the analysis of the data was presented. In this chapter may be found (1) a summary of the study, (2) conclusions based upon the data, (3) recom- mendations, (4) recommendations for further study, and (5) discussion. Summary Statement of the Problem It was the purpose of the research to ascertain the nature and sc0pe of RCTP in police departments nationwide of 25,000 to 100,000 pOpulation. Preliminary investigation had determined a study of this kind had never been performed and responses from many police agencies and national organi- zations had indicated the need for the research. MethodsJ Technigues, and Data Used The questionnaire survey method was used in the research. Since the extent of RCTP was not known, all 727 58 59 city police departments in population areas of 25,000 to 100,000 were researched. It was assumed by the researcher that cities of pOpulation 25,000 and under were unlikely to have an RCTP. The questionnaire was sent to all department heads, requesting their cooperation, with a postpaid envelope included. .The questionnaire was basically the same as utilized by the Highway Traffic Safety Center, Continuing Education Service, Michigan State University, in a previous study of the same type involving departments of over 100,000 pOpulation. The research was designed to obtain descriptive data. Therefore, there was no need for statistical manipulation, and the data was reported out in descriptive tables with summarizing comments. The Major Findings The objectives of the research were all accomplished and reported out in table form in Chapter IV. The following summary of the major findings was presented in 20 sections, one for each of the questions asked on the survey vehicle: 1. There was an almost even split between departments having RCTP and those not having RCTP. There 60 appeared to be no set pattern on departmental size or concentration in geographical locations. Thirteen per cent of the departments responding indicated they had conducted an RCTP in the past and discontinued the program. Twenty-two per cent of the departments responding indicated they are anticipating starting an RCTP within the next two years. Some indicated they wanted the information from this research before implementing the RCTP. Eighty-two per cent of the departments indicated they scheduled their RCTP on a regular basis throughout the year. Eighty-three per cent of the departments indicated they were scheduling their RCTP on a daily-weekly basis. Ninety-two per cent of the departments indicated the officers received one to two hours of instruc- tion per week. Ninety-four per cent of the departments indicated their officers attended roll call training when they reported for duty. 10. ll. 12. 13. 14. 61 The majority of the departments indicated they reviewed the needs of the department when deter- mining tOpics to be presented in the RCTP sessions. The majority of the departments indicated they had other types of training programs, such as pre- service, in-service and advanced. Thirty—nine per cent of the responding departments indicated they did not coordinate the RCTP with other in—service training programs. Thirty-four per cent of the departments indicated the RCTP was administered by someone other than the Training Section. The majority of the departments indicated the major objectives for the RCTP was in the areas of educa- tion, training, orientation and procedures. Eighty—one per cent of the departments indicated they prepared their own training materials. In most cases, this was in addition to the use of other outside materials. Seventy—one per cent of the departments indicated they depended upon subject outlines and materials prepared by an outside source. 15. 16. 17. 18. 19. 20. 62 Seventy-one per cent of the departments indicated they used audio—visual aids. The major outside source for written materials, audio—visual aid, was the International Association of Chiefs of Police. Sixty-eight per cent of the departments indicated they used outside speakers in their RCTP. Seventy—eight per cent of the departments indicated they evaluated their RCTP on a periodic basis. Departments indicated the most common used evalua- tion techniques were (1) personal interviews involving officers, (2) measurements showing degree of improvement in on-the-job abilities and (3) indications of prOgram’s effectiveness based on the judgment of instructors. Eighty—nine per cent of the departments indicated that the top command felt the RCTP contributed significantly to improved departmental operations and procedures. Eighty—nine per cent of the departments indicated their officers attending the sessions felt the program contributed significantly to their per— sonal efficiency and effectiveness. 63 Conclusions The following are the conclusions based upon the find- ings of the study: 1. There was a lack of understanding of a "true" roll call training program. Many departments tended to mix roll call training with that of pre-service, in-service and advanced training programs. Consistently, throughout the study, there was evidence of a lack of consistent planning, organization, implementation and evaluation of RCTP. Many of the problems departments exper- ienced with RCTP were the direct result of little or no coordination. There was a lack of insight into how to conduct an RCTP. Time, facilities, lack of staff, lack of training of the staff and logistical arrange- ments were common problems. Just where, and what time and what subject matter to be used were con- sistent indicators of the lack of know-how in conducting an RCTP. 64 Many departments were not consistent on who should conduct the training. Departments exper- ienced the need for a training coordinator. A lack of training of the persons conducting the RCTP was evident. Many front line supervisors were used as the training coordinator without any direction from top command or administration. In some departments, there was a lack of enthus- iasm from the administration and the tOp command. A number of departments experienced scheduling problems with the variance in shift assignments. Again, the lack of coordination was evident. There was a deficiency in relying upon information obtained from the field or Operational level. The great wealth of information that could be obtained from the patrol officers and Operational personnel in many cases was ignored. In many cases, training aids and materials were used when they were available. There was no con- sistent planning of the material, but used as they were made available to the departments. There appeared to be too much reliance on the IACP ”Training Keys” and ”sight—sound” prOgram. That is, 65 many departments indicated they used the IACP information as it was provided to them. This is not a criticism of the IACP materials, but point— ing out the situation that departments merely used the materials as it was sent to them rather than relating the materials to their present need. A lack of coordination here was again evident. The evaluation of RCTP was not clear as to the results. It should be expected the RCTP would be improved and up—graded if prOper evaluation was performed. The lack of use of operational Officers' ideas and training needs indicated evaluation is not being used properly and that it is not fed back into the planning and organizing of the RCTP. In a number of cases the top command of the department expressed dissatisfaction or ignored the problem totally. This is considered serious, for if the tOp command is not enthused about the program, one cannot expect the operational level to be totally receptive. 10. 66 There was a total void in the use of outside con- sultants and professional assistance in the RCTP. Departments appeared to rely upon their own com- mand, other police agencies and professional peo- ple within their communities. Recommendations Based upon the conclusions of the data, the following recommendations are presented: 1. There should be developed, through the professional organizations and education and training institu- tions, a consistent understanding of what is meant by “true" roll call training programs. The operational definition used in this research is offered as an example that could be used to accom- plish this task. The roll call training program, for purposes of this research, was defined as ”training sessions of a short, 10—15 minute period administered to police officers just prior to their roll call briefing and assignment of duty.” A consistent definition nationwide would decrease the probability of confusing roll call training with that of pre—service, in—service and advanced training programs. 67 Prior to implementing a roll call training pro- gram, the department should insure there will be consistent planning, organizing, implement- ing and evaluation of the RCTP. The evaluation information must be channeled back into the planning and organizing functions of the RCTP in order to make it current, relative and con- sistently effective. The lack of prOper admin- istrative principles will seriously detract from the over—all mission of the RCTP, if not cause its disintegration altogether. Departments should go to their professional organizations, colleges-universities and train- ing institutes, for professional help on how to conduct an RCTP. Many of the problems of facilities, staff and logistical arrangements could be materially diminished when experienced persons in this field, with a respected training background, study the program. There should be at least one person in each department delegated the responsibility and authority for RCTP. In most departments this 68 could be the training director or coordinator. In larger departments the training director would necessarily have to be assigned a staff. Although front line supervisors may actually do the training, it is incumbent upon the departments to insure a high degree of coord- ination between the administration, tOp command, supervisors and Operational personnel in order to effectively program an RCTP. There is a belief in the training programs that every officer must receive every minute of the department's scheduled training program. This is not realistic. Departments shall have to realize they must train for the majority. Many scheduling problems, days off, court and leave problems can be negated if the training program is geared towards on-duty personnel while making provisions for off-duty personnel to obtain the information at another time. Departments should rely more upon obtaining information for subject matter to be presented in the RCTP from the field and Operational 69 personnel. The viscera of the training function lies in the every-day confrontation of the police officer with the task to be performed. In order to effectively train, the training function in the planning and organizing stages must be fed information from the operational problems in the field. Departments should plan the use of their train- ing aids and materials on a consistent basis to meet objectives of the training program. As good as the IACP "Training Keys" and ”sight- sound" programs are, the departments should not rely solely upon using these materials on a "train-as-come basis." It would be wiser for departments to obtain the entire IACP program and then schedule those materials in relation to their present and future training needs. In this fashion, RCTP could be programmed over a year or several years time period with consistent training materials and aids employed rather than on the inconsistent hit—and-miss basis. The same recommendation applies to training aids and materials utilized from other sources. 70 Evaluation of the RCTP should be an on-going, continuous process. The best form of evalua- tion has never been ascertained nationwide. The pre—test, post—test method is generally considered one of the most effective and scien- tific approaches to accomplish this task. How- ever, personal interviews involving the field officers has proved effective and should be involved in any type of evaluation measure. In any event, whatever method is employed, it is recommended the information obtained in the evaluation process be fed back into the planning and organizing process of the RCTP. This is the means by which the RCTP can be kept current and relevant to the officer's needs. Departments should insure that the tOp command and supervisors are enthusiastic and fully behind the RCTP prior to implementation. Train- ing and preparation of the staff is considered necessary to obtain their enthusiasm and to pass this needed backing on to the Operational level. 71 10. It is recommended the professional organizations, such as the IACP or a college or university interested in RCTP, develOp a model of roll call training and test it on a regional basis nation- wide. Built into the models should be the neces- sary planning, organizing, implementing and evaluation of the RCTP. This would assist in identifying the type of subject matter that is most conducive to the RCTP and the subject matter which is not feasible to use in an RCTP. Further, the method of evaluation could be scientifically tested and serve as a basis for departments nation- wide to identify with. Until this is accomplished, it is believed the RCTPs of many of the police departments of this nation will continue to be fragmented, in many cases disorganized and without prOper direction. There is a need for guidelines when planning and implementing an RCTP. Recommendations for Further Study It is recommended that an indepth study of selected police departments scientifically sampled on a regional basis 72 be conducted nationwide. This study should be performed by experienced training professionals located physically within the departments being researched. The questionnaire mail survey has elicited considerable information. However, in order to develOp a proper model and to ascertain many of the residual problems of the various agencies, it is con- sidered necessary to physically study the Operation of the RCTP. This would give the necessary information for the development of guidelines for those agencies desiring to implement or upgrade present programs. Discussion Considerable problems have been elicited by this study and the application of an RCTP. This is sad to note, for outside of certain financial reasons, the problems are gen- erally those of administration and supervision. Training can be accomplished under most any circumstances if prOperly administered and supervised. In many cases, it was noted the problems were derived from simple lack of interest on the part of the administration and the supervisors involved. The writer would suspect that other training programs within those departments may suffer as well. 73 The value of RCTP has often been overlooked. Far too often, it appears, departments provide a recruit training program and then have little, if any, follow-up training programs. Perhaps they may administer occasional in-service training programs of 5-10-20 hour schools. It is amazing to note departments who, for one reason or another, would admin— ister one 20—hour in—service school a year and hold forth as an outstanding training agency. RCTP gives the training function its fullest meaning. It provides a continuum of training from basic, pre-service recruit training to selected, in—service training schools to advanced training programs. It impresses upon the depart- ment and its personnel that training is a full-time function. We cannot be content with occasional training. The absolute continual need for improvement is reinforced by an RCTP pro- gram. Presently, it is the only training program known to keep officers current, on a daily basis, with the ever- increasing demands of the criminal justice system and chang- ing social conditions. Thus, with a soundly administered RCTP, the department will not be found wanting for its daily task. 74 A factor often overlooked, is that RCTP provides the department itself with a continual, daily means of improving its internal organization by promulgations of policies and procedures, changing the organization, adding to the organi- zation and providing an overall means of communication from the top command to the Operational level. It is firmly believed that no RCTP program will be con- sistently effective, or have much of a life span, without proper planning, organizing, implementing and evaluation. Lack of planning and coordination is evident in all programs of an RCTP nature. It is absolutely necessary to prepare the top command, supervisory and training staff prior to ever implementing the first RCTP program. Instructors to be used in the program must be trained, not only in subject matter and content, but in techniques of instruction. Nothing could sell the program down the drain quicker than an instruc- tor standing in the front room of a squad room full of pro- fessional police officers and being unsure of himself as to "how to teach" no matter how well he may know his subject matter. Operational level officers should be involved as instructors. Some have exceptional capabilities and become specialists in certain types of investigations. 75 Supervisors must be impregnated with their staff respon- sibility for training. Often command officers feel their responsibilities are to direct people only and have little responsibility, if any, for the training function. Super- vision is training, in all its aspects and each individual supervisor assigned to the RCTP must realize this as well as in his daily activity. The RCTP must be properly scheduled with the least inconvenience to the officers. It must be scheduled on a systematic basis so officers come to believe they can expect the RCTP. It must not be left for the officers to decide that the RCTP is something to "get it over with." There must be a high degree of coordination and enthus- iasm between the top administrator and the youngest recruit officer. This involves chain of command from the tOp to its very lowest levels. Any problems along the way in the command structure or with veteran officers at the operational level should be resolved in the planning and organizing process prior to implementation of any RCTP. Every RCTP must be evaluated. Training, for training's sake, makes little sense. There must be a pay—off to the program and only prOper evaluation will show this. The 76 evaluation process will prove to be the key administrative function in the program. By evaluating the officers in the field, it is here the necessary data will be found that must be fed back into the planning process. The subject matter to be employed in the RCTP will be develOped, to a great extent, by evaluation in the field. There are many means to evaluate by, but no method; no matter how scientific, should ever overlook the value of personal interviewing of the officers involved. Indeed, it is believed the evalua- tion process cannot be fully effective unless the operational level officers participate in assisting to evaluate the pro- gram. The subject matter for the RCTP must be current. It makes little sense to train the Officers on a given day in burglary investigation when there is civil unrest in the community and they know they are going to be facing mobs and possible riot situations. It is better to scrap the program for that day than to frustrate the officers. Subject matter must be relevant to the Officers' every-day situation. Opera- tional level officers are little interested in budgetary matters from the administration. They are concerned with computer Operations only insofar as it can provide them some 77 assistance with their every—day operations. They are con- cerned with materials that will assist them in protecting their lives and assisting them in performing their primary responsibilities. Subject matter should, in almost all cases, involve skill type training. Subjects demanding higher cognative reasoning will, due to shortage of time, only frustrate the officers and cause hostility towards the program. RCTP is of a short, refresher-type program. It is not designed for subjects that demand time for con- siderable thought. Facilities and equipment can, of course, play an impor- tant part. However, psychological factors are more impor- tant. Police officers will readily accept training, indeed demand it, if prOperly motivated and if properly involved. The Operational level officer is the key to the RCTP program. It should be his program. He is the one in the every-day front line confrontation with the public and the criminal element. It should be he that the RCTP has as its primary goal to refresh and upgrade. Supervisory and command officers should not be excluded from the RCTP, indeed they should have their own RCTP, but should be viewed as the secondary goal of the operational level training process. 78 There must be involvement of the Operational level officer in the program. This means an active involvement in the actual teaching process, making suggestions, develOping materials and helping to evaluate. Wherein possible, the patrol officers should be used as participants in the RCTP sessions. They should not be called upon without prior briefing, however, in order to lessen the possibility of embarrassment which would detract from the entire RCTP. Higher education has shown for years that the student learns faster and retains more when he becomes physically and psychologically involved in the goings-on of the classroom. BIBLIOGRAPHY BIBLIOGRAPHY Books Brown, J.M., et. al. Applied Psychology. New York: The Macmillan Company, 1967. DeCecco, John P. The Psychology of Learning and Instruction. Englewood Cliffs: Prentice-Hall, Inc., 1968. Eastman, George D., and Esther M. Eastman (eds.). Municipal Police Administration. washington: International City Manager's Association, 1969. Gourley, Douglas G., and Allen Bristow. Patrol_Adminis- tration. Springfield: Charles C. Thomas, 1966. Kimble, Gregory A. Principles g£_General Psychology. New York: The Ronald Press Company, 1956. Leonard, V.A., and Harry W. Moore. Police Organization and Manegement. Mineola: The Foundation Press, Inc., 1971. Municipal Police Administration. Chicago: International City Manager's Association, 1961. Parker, W.H. Daily Training Bulletin p§.the Los Angeles Police Department. Springfield: Charles C. Thomas, 1961. Task Force Report: The Police. President's Commission On Law Enforcement and Administration of Justice. Washington: Superintendent of Documents, U.S. Government Printing Office, 1967. Uniform Crime Reports. washington: Federal Bureau of Investigation, 1971. 79 80 Publications of the Government ‘United States Army Field Manual PM 19-30. Physical-Security. washington: Headquarters, Department of the Army, 1965. United States Bureau of the Census. 1970 Census p£_Popula- tion. Number of Inhabitants: United States Summary. washington: Government Printing Office, 1971. Periodicals Crawford, M.P. "Psychological Research On Operational Training in the Continental Air Forces.“ AAF Aviation Psychol. Program Res. Rep., 1947. No. 16. Duncan, C.P. "The effect of unequal amounts of practice on motor learning after twenty-four hours and after fourteen months." g, exp. Psychol, 46, 445-452. Kientzle, M.J. "Properties of Learning Curves Under Varied Distribution of Practice.” g, exp. Psycho;., 36, 187-211, 1946. Lorge, 1. "Influence of Regularly Interpolated Time Intervals Upon Subsequent Learning." Teach. Coll. Contr. Educ., No. 438, 1930. Unpublished Materials Highway Traffic Safety Center, Continuing Education Service, Michigan State University. ”A Survey of the Nature and SCOpe of Roll Call Training in Police Departments of Population of 100,000 and Above Including State Police and Highway Patrol Agencies." 1970. Personal Communications Grace, E.F. Commanding Officer, Training Division, Los Angeles City Police Department, Los Angeles, California. Personal letter received April 18, 1972. 81 Iiigginbotham, Charles E. Consultant, Professional Standards Division, International Association of Chiefs of Police, washington, D.C. Personal letter received February 25, 1972. Koziol, Joseph S. Supervisor, Unit Course Branch, Northwestern University Traffic Institute, Evanston, Illinois. Personal letter received April 25, 1972. Strecher, Victor G. Professor, School of Criminal Justice, Michigan State University, East Lansing,.Mh:higan. Personal phone calls, March, 1972. APPEND ICES APPENDIX A PERSONAL COMMUNICATIONS INTERNATIONAL ASSOCIATION OF CHIEFS OF POLICE NORTHWESTERN UNIVERSITY TRAFFIC INSTITUTE LOS ANGELES POLICE DEPARTMENT 82 President First Vice President Fourth Vice President Treasurer , George A. Murphy Don R. Deming Rocky Pomerance Ramon M. Nardini garnettpnal f Oneida. N. Y. Winnetka. Ill. Miami Beach. Fla. Vandalia. Ohio SOCIG IO" 0 Chiefs 0f Immediate Past President Second Vice President Filth Vice President P I. I John R. Shryocl: Edmund I. Hockaday Richard C. Clement . . . ElgvdfieHirs't‘flceld Road Kettering. Ohio Jefferson City. Mo. Toms River. N. J. E'V'f'0Q1lPSll?l° and rovnncua 0 ice Galthersburg, Maryland 20760 Third Vice President Sixth Vice President General Chairmen Phone (301) 948-0922 Francis 8. Looney Edward M. Davis David B. Kelly Cable Address lACPOthE New York. N. Y. Los Angeles. Cal. West Trenton. N. J. Quinn Tamm Executive Director February 25, 1 972 Mr. William E. Barber Consultant Law Enforcement Michigan State University East Lansing, Michigan 48823 Dear Mr. Barber: Thank you for your recent letter regarding roll-call training. I am enclosing an article from the August, 1967 issue of The Police Chief, "Roll- Call Train- ing, " and Training Key #98, the ”Training Discussion." An annotated biblio- graphy entitled "Local Government In- Service Training, " published by the Graduate School of Public Affairs, State University of New York at Albany may be of some value to your research. Your hypothesis that roll call training is more beneficial than other formal in-service training is interesting and I would like to take this Opportunity to reflect on it. I do not view police training as an "either/or" situation. If the police officer is to be adequately prepared to meet his responsibilities the proper blending of education and training concepts is imperative. Training in a dynamic field such as law enforcement is a continuing process without which knowledge becomes stagnant, individuals fail and organizations falter. Training must blend together men of varying experience and education so they can react with appropriate uniformity. Police training activities beyond the recruit level are generally called in- service training. Formal in-service training schools are refresher courses and the training conducted by the first line supervisor at roll call is roll-call training. The roll call period lends itself well to covering short topics on a specific subject area. The tOpics should be basic, relevant and within the daily sc0pe of the men's work. The lecture or demonstration method of in- struction is used for this type of training because of the time element, usually ten to twenty minutes. 83 Mr. William E. Barber - 2 - February 25, 1972 East Lansing, Michigan To be effective, the roll-call training tOpic needs to be adequately researched and presented. The first line supervisor rarely has the time to do this. For this reason, prepared material is essential. I am sure you are familar with the two IACP roll- call training programs: Training Keys and Sight/ Sound. These are the type of aids that the supervisor needs at his diSposal. The IACP agrees with the recommendation made by the President's Com- mission on Law Enforcement and the Administration of Justice that the minimum amount of training each police officer should receive is one week of refresher training per year. Refresher training should be designed to overcome Specific weaknesses in the police Operation. We believe this training augments the roll call efforts. It is not a substitute for roll-call training, nor can roll-call training be a substitute for refresher training. We are interested in receiving c0pies of the survey. I checked with our library and discovered we do not have a copy of the earlier survey of communities with 100, 000 pOpulation and above. We would appreciate receiving c0pies of both surveys. Sincerely, [$247 Charles E. Consultant Professional Standards Division igginbotham Enclosures 84 . TRAFFIC INSTITUTE I I NORTHWESTERN UNIVERSITY A 405 Church St. Evanston, Illinois 60204 JAMES M. SLAVIN. Director April 25, 1972 William E. Barber Consultant, Law Enforcement Michigan State University East Lansing, Michigan 48823 Dear Mr. Barber: Director Slavin has forwarded your letter to my division for action. I will try to answer your questions in the order they appeared in your original letter. I am not aware of any nationwide survey on roll call training. Regarding articles, I asked our Library to search their files and I am enclosing Xeroxed copies of the cards in their card catalog file. I don't believe your next question can be answered simply. It is the feeling of the staff at the Traffic Institute that roll call training does not replace regular in-service training, but only supplements it. Roll call training is ideally suited for day-to-day work problems. Officers do absorb considerable in— formation, because they are given only a few points to remember at a time and it is related to their everyday work situation, or at least it should be. In-service training, on the other hand, presents those subjects not suitable for short 10 or 15 minute presentations. In-service training would also be used to correct deficiences that had not been successfully corrected by shorter roll call training sessions. Let me stress again that it is our feeling at the Traffic Institute that one does not replace the other anymore than recruit training could be replaced by on-the-job training. Roll call training should be viewed as one part of the over all training program. If I can be of further assistance, please do not hesitate to contact me. Sincerely, l JOSEPH S. KO IOL, JR. Supervisor Enclosures Unit Course Branch Es . i. r t. . ’f inf-“"9““ 492647-40 Legal tum-5280 .4 11': c} .‘KVI I'!‘i will ..‘4 .‘ ‘ ' g . _ , .‘. 7" 7' W W“ “WW": k "it "("3 5“”“3‘” .39?~bfwi Slum Vthrtle Adm. ~‘42w‘23lj , ' " ‘ " fit -. . - . . g . , _ UDllCJllOflS W915} Litiral‘r ‘ 3H “Fwd“ h .5 LJ"'-'v‘-i;‘r?7i-“.? $98270 I Book Order Dept :th “L313 . , , . . , . g \ ~ ‘ , ‘1‘ "“ ”"41 ..9,’ 1’84" Trait“ Uii‘ml 1i Revue-w 5.92 303'.) CITY OF LOSHANGELES CALIFORNIA OFFICE OF THE CHIEF OF POLICE EDWARD H. DAVIS DEPARTMENT OF POLICE 150 N. Los ANGELES ST. MAILING ADDRESS: BOX 30158 LOS ANGELES. CALIF. 90030 IN REPLYING PLEASE GIVE oun REF. NO. 2 . 2 SAM YORTY MAYOR April 18, 1972 Mr. William E. Barber Consultant, Law Enforcement Michigan State University East Lansing, Michigan 48823 Research through our Department library revealed no outstanding articles written or surveys conducted on the subject of roll call training. This is regretable in that we share your belief, that a well planned, prOperly implemented and evaluated roll call training program can be more effective in the long run than an occasional in-service formal schooling program. However, it is also our Opinion that the integration Of these two forms of instruction will result in a more well rounded, informed pro- fessional police Officer. We feel there is justification that the training of police officers should be accomplished in short segments over an extended period of time. In fact, our training academy recently revamped its recruit curriculum to concur with this thought. We feel the student's span Of attention, absorbtion capability, and sheer fatigue are primary factors to be considered if he is to retain the majority of what he is taught. Rapid personnel eXpansion and an inadequate decentralized capa- bility were deciding factors for the Los Angeles Police Depart- ment in determining the need for a formalized roll call training program. An attempt was made at rectifying this situation by lengthening the roll call period in all divisions from fifteen to thirty minutes; however, it was decentralized and uncoordinated. If the roll call training was to be uniform and Of gOOd quality, some centralized unit would have to be responsible for roll call training material. Mr. Barber 86 Page 2 April 18, 1972 In June Of 1948, the Roll Call Training Unit was established and given this responsibility. Their mission consisted Of determin- ing the Department's training needs, researching material, and preparing and publishing “Daily Training Bulletins." The staff consisted Of thirteen (13) full-time sworn personnel. It was further decided that in order to ensure the success of the roll call training program, qualified instructors would be needed. One hundred selected lieutenants and sergeants were trained in the techniques of teaching with particular emphasis on roll call training methods. The roll call period was extended from thirty minutes to forty-five minutes to accommodate the new program. Prior to publication Of the Training Bulletin, its content was researched, presented to and critiqued by the staff Of the Roll Call Training Unit. A teaching outline was created and published with the bulletin and appropriate test questions were compiled for inclusion in the periodic tests Of the program. The major Objectives Of the roll call training program were to improve police skills and to standardize tactics, procedures and policy. Improvement Of these police skills entailed, but was not limited to patrol procedures, community relations, job environment, and reporting procedures. The Roll Call Training Unit was assigned the responsibility of preparing uniform train- ing material. This assignment resulted in the standardization Of tactics, procedures and policy. The new Field Training Services Unit was recently given the task Of locating and solving the problems not resolved by the prior system. In analyzing this task, six (6) immediate problems became apparent. They were: . Lack Of qualified instructors Lack of training responsibility Some irregularities in instruction Lack of time for instruction Lack Of appeal and motivation Lack of a learning measuring device GUI-DMNH In response, the Field Training Services Unit has proposed a new training program that would virtually turn each geographic patrol division into a training center. This system, although not yet in Operation, places the responsibility for coordinating training on a specific individual, the Divisional Training Officer. He will determine divisional training needs and draw on a central research source, the Field Training Services Unit. This unit will develop a multi-media training package with a built-in measuring device. Thus, coordinated research based on relevant needs will provide adequate, standardized and consistent instruction for each division. Mr. Barber 87 Page 3 April 18, 1972 The flexibility Of the training package will more than over- come the present time limitations. This will be accomplished through the develOpment of a prOposed multi-media instruction system relying primarily on video tape recordings, programmed instruction, and supplemental handout material. In summation, the Los Angeles Police Department feels it has profited from its past ventures in the realm Of personnel training and is extremely Optimistic of the results Of the prOposed training program. We hOpe you will find this information helpful. E. M. DAVIS CHIEF OF POLICE - é ZEf/KIQ/éffl>€/-w Oxnard, California, Police Department 1. Domestic calls procedure. 2. Shake-down of felony prisoners. 3. Weaponless defense. 4. Firearms training. 5. Dealing with minority groups. 6. Felony car pull—over. 7. Recent court decisions. 8. Special weapons attack training. Sunnyvale, California, Department of Public Safety Materials were attached. One ten minute roll call training program given to officers once a month at briefing. This presentation is preceeded by a training bulletin distributed with the officer's pay check on the pay day before the training session is due to start. Some of the programs may be a three or four part series depending upon the nature of the material or the total length of the program in order to limit each pre- sentation to ten minutes. Patrol supervisors are expected to utilize these programs for discussion periods or further train- ing sessions at subsequent briefings. 107 Program and Course Content (continued) - 12 64. 65. 66. 67. 68. 69. 70. Walnut Creek, California, Police Department Informants and citizen informers 1 hour StOp and frisk 1 hour Drunk driving procedure 3 hours Searching and transporting 1/2 hour Vascar operation 4 hours Homicide investigation 1 hour Explosives A 2 hours Legislative changes 1 hour Robbery investigation 1 hour West Covina, California, Police Department Materials were attached. Santa Fe, New Mexico, Police Department Materials were attached. Albany, Georgia, Police Department Most of roll call training is from HACP training keys. Highland Park, Michigan, Police Department 1. Vehicle stOps 2. Crime scene 3. Search and seizure 4. Arrest procedure 5. Weapons use and safety 6. Safe driving 7. Traffic laws 8. Court procedure 9. Rules of evidence Muskogee, Oklahoma, Police Department 10 to 15 min. instruction—discussion periods ranging from first aid, investigation techniques, patrol procedures, law, new departmental policies and procedures, to human relations, psy— chology and sociology. Officers can, and often do, request specific subjects be discussed. This training is presently limited to the patrol division. Each shift supervisor is respon- sible for the develOpment of his program. Each shift deals with different police problems and peOple and their training needs are different. Each shift is to discuss any new policy or procedure issued by the department. Ann Arbor, Michigan, Police Department Not possible at this time. 108 Program and Course Content (continued) — 13 71. 72. 73. 74. 75. 76. Sterling,Heights,_Michigap, Police Department Materials were attached. Manhattan, Kansae, Police Department Materials were attached. Vallejo, California, Police Department FBI Training Films=20 min. each: Burglary investigations Collecting, identifying and Examination of stolen cars packaging Of evidence Interviews On the record Positive image Stay alert, stay alive Salvage Racket Searching the crime scene IACP filmsle or 15 min. each: Car theft Skid marks Firearms Use Of alcohol Burglary prevention Juvenile delinquency Training Bulletin Titles=1 per month: Untested informants Lineups How to identify counterfeit money Modesto, California, Police Department 1. Attached 3 copies of training films schedules. 2. IACP Training Bulletins, issued to each officer. 3. IACP Legal Points, issued to each officer. 4. Modesto PD Training Bulletins. 5. Modesto PD Operational Procedures. 6. Modesto PD Information Bulletins. Montgomery County, Rockville, Maryland, Police Department Four VTR roll call tapes: 1. Changes and improvements in Operations; Superintendent of police. 2. Care and cleaning of service revolver; Police Academy. 3. Reorganization; Superintendent Of police. 4. Burglary laws and preventative patrol (2 separate tapes); Police Academy. Kalamazoo, Michigan, Police Department Material attached. Officers in the Law Series I, II, III. 109 Program and Course Content (continued) - 14 77. 78. 79. 80. 81. Rosemead, California, Police Department (under contract by Los Angeles County Sheriff‘s Department.) Hours Subject Search and Seizure Legislative Changes in State Penal/Vehicle Code Crowd and Riot Control Controlled Search Positions HeliCOpter Patrol Use Of Force and Firearms Vehicular Safety and Code 3 Procedures Rescue Operations First Aid Explosive Devices Tactical Use Of Chemical Agents Reporting Procedures uakak>uiw|~rorakak>hab Temple City, California, Police Department (Under contract by Los Angeles County Sheriff's Department.)_ Same as Rosemead, California (no. 77 above). Valdosta, Georgia, Police Department We have 58 volumes of the IACP films and tapes for the Sight- Sound Projector, and Training Keys. All new policemen are sent to the Georgia Police Academy for the three week basic course. During the year when courses are offered in specialized fields such as fingerprints, Intoximeter, and other fields we have men to go. Rockville Centre, New York, Police Department Review Of procedure relating to: 1. Chemical test for intoxication at headquarters. 2. Chemical test for intoxication in hospital. 3. Chemical test for drugs. 4. Handling family court Offenses. 5. Use of bomb blankets. 6. Guidelines on the use of deadly physical force. Bismarck, North Dakota, Police Department We've gone through the first eight volumes Of the IACP sight/ sound program; had films on procedures to follow in the court- room; films on emergency child birth, etc. 110 Program and Course Content (continued) — 15 82. 83. 84. G1enda1e,,ArizOna, Police Department 1. Firebombs 2. Citizen Arrest Forms 3. Grid map use 4. ReCOgnition of explosives 5. searching for explo— 6. Types Of burglar tools sives 7. Burglary investigation and basic 8. Law on defrauding fingerprinting an innkeeper 9. Information On new Youth Infor- lO. Gault decision mation Services Bureau 11. Vehicle identifica- 12. Law, Supreme Court decision on tion numbers Implied Consent (DWI drivers) 13. Court decisions, Harris v. U.S., Green v. Calif. Dutton v. Evans 14. Court cases, Harris, Blevins, Best cases 15. Court cases, Coolidge v. New Hampshire, search & Seizure. 16. Laws of arrest 17. Inventory searches 18. Cearch of vehicles 19. Clarification of carrying a concealed weapon law, Arizona statute. 20. New Arizona laws 21. Fingerprints part 1 of 2 parts 22. Fingerprints part 2 Of 2 parts. 23. New laws and changes in search warrants 24. Public intoxication, new law. Scottsdale, Arizona, Police Department VASCAR-—4 hours: introduction to VASCAR as a concept Of traffic enforcement, the principle and operational use of the equipment prefacing practical application in the field. LAW--8 hours: instruction as to purpose and implementation Of telephonic search warrants and court orders for taking physical evidence. Defining revisions, addendums of state statutes. LEGAL OPINIONS--4 hours: review of latest court decisions regard- ing warrant and warrantless arrests, search and seizure and Miranda warnings. FIREMARS—-2 hours: familiarization and orientation in shotgun, tear gas and related equipment. Culver Cipy, California, Police Department Bomb call procedure Narcotics Sex crimes Thefts Robberies Recent court decisions 111 Program and Course Content (continued) - 16 85. 86. 87. 88. 89. Menlo Park, California, Police Department See questionnaire for complete response. Too detailed to list. Pacifica, Ca1ifornia,_Police Department 1. Homocide investigation and preparation for court (3 weeks). 2. Miranda and auto accidents (1 week). 3. California gun laws (1 week). 4. Shotgun training (1 week). 5. Armed robberies (1 week). 6. Searching techniques (1 week). 7. Functions of juvenile probation (1 week). 8. Harris v. New York (1 week). Hutchinson, Kansas, Police Department Legal Points: approx. 1% hours. Departmental procedures and policies: approx. 5 houns. Other Criminal Law: approx. 2 hours. Kirkwood, Missouri. Police Department Much roll call training is conducted via police close-circuit television. Main station, WBF-80, is at St. Louis Police Headquarters. Suburban stations are connected by micro-wave transmission towers as receiver terminals. Police TV, roll call training, programming, etc., is subject to advisory body Of area law enforcement officials. Also law enforcement oriented college courses are being offered on this medium by the local junior college district. Hobbs, New Mexico, Police Department 1. Improving the Officer/citizen contact. 2. Dangerous drugs. 3. Legal and practical aspects Of scientific evidence. 4. Rules, regulations and procedures. 5. Police courtesy. 6. Tactics of militant demonstrations. 7. Probable cause. 8. Community involvement in law enforcement. 112 iPrOgram and Course Content (continued) - 18 98. 99. Los Angeles County Sheriff's Department, California Methods of searching and handcuffing/ Cause and effect of Officer shootings/ Latest court decisions/ Vehicle pullover and approach/ Use of the baton; Sidearm Loading and Unloading/ Elements Of Crime/ etc. West Palm Beach, Florida, Police Department Ten minutes per day is allowed to roll call training and for the past several months various IACP Training Keys have been used. Usually, we are able to cover one Key each week. 113 Prograniahd.Course Content (continued) - 17 90. Middletown Township, Levittown, Pennsylvania, PD We do not have a planned program as such. We do, however, hold three roll calls a day and reserve fifteen minutes for what we call a training session. It is handled by the Lieutenant on duty who could show a film or a Sight and Sound program or could go over an IACP Training Key. We feel this also acts as a refersher course. Some days it may deal with the motor vehicle ‘ code or penal code or even a change in a court decision--any- thing that comes up which will keep our Officers informed and be beneficial to them. 91. Bryan, Texas, Police Department New dept. policies explained by patrol sergeants. New laws taught by patrol lieutenant. Old laws and arrest procedures reviewed by patrol sergeants. 92. Yuma, Arizona,,Police Department Not available. 93. Pomona, California, Police Department Recent court decisions hit-run traffic investigations Search and seizure homicide investigation Field StOp and Frisk etc., etc. 94. Pottstown, Pennsylvania,,Police Department Not available. 95. Santa Barbara, California, Police Department Community relations; auto thefts; private citizen arrest; legal tOpics; patrol procedures; tactical situations; burglary investigation'Res/Auto. 96. Bell Gardens,,California, Police Department January-—unfit homes; child beating. February-—Officer's survival; report writing (modus Operandi) March--Public relations; press relations. 97. Orange,,Ca1ifornia, Police Department 1. Implied consent law 2. 23102A (DUI) video tape procedure 3. Field show—ups 4. Juvenile rights-~new laws 5. Search/ seiaure--furtive movements 6. Narcotics procedure 7. O.C.D.A. -- law bulletin 8. Employee grievance procedure. 114 Program and Course Content (continued) — 18 98. 99. 100. 101. 102. 103. 104. 105. Santa Maria,,Ca1ifornia,,Police Department In preparation and implementation stages currently. A new, enthusiastically requested grass roots program based on needs expressed by line Officers and staff cognizance of deficiencies. Chicago Heights, Illinois,,Police Department Roll call training lasts approximately 15 minutes per session. Premise checks; burglary-in-progress calls; safe driving; departmental manual of procedures (not rules and regulations). Enid, Oklahoma, Police Department Basic traffic; advance traffic; arrest; firearms (basic) and (advanced); general information. Lancaster City, Ohio, Police Department Familiarization of rewritten policy; writing traffic citations; handling dog calls; use of new daily activity sheet; IACP sight/sound and Training Keys; testifying in court; police/ community relations. Temple, Texas, Police Department IACP sight/sound filmstrips; 4 volumes are being used at this time. Roll call training in this dept. was initiated in this dept. October 1, 1971, with reorganization and a new administration. Eau Claire, Wisconsin,,POlice Department IACP Training Keys; schedule Of last in—service school; schedule of our recruit school. Oak Park, Illinois, Police Department Films On police/community relations training. All members of the department receive this training at least twice a month. Hackensack, New Jersey, Police Department Note: Individual squad; roll call training consists of those subject matters that the individual brings to the attention Of his superior Officer and the squad personnel requests training on various subjects: patrol attitude, MV checkouts, bomb evacuation and search. All subjects prior to training are dis— cussed with dept. training officer. 115 Program and Course Content (continued) - 19 106. 107. 108. 109. Fullerton, California, Police Department Informants--Duty to Disclose Stop and Frisk, legal aspects in light of recent court decisions Search and Seizure, recent developments Operation Of the field portable tape recorder Bomb Calls, response and recognition of types Federal Firearms Act 1968 Stolen Motorcycles, serial number alteration. All of the above are video taped training programs of varied length but averaging twenty minutes duration. In some a written examination was administered for purposes Of evaluating the material content and presentation. Salina, Kansas, Police Department Most all of our program is conducted by shift supervisors who have been to various schools and seminars in all phases Of law enforce- ment. They get their materials from the schools they have attended. Our Officers are required to be on duty for roll call and inspection at least 1/2 hour before their regular duty time. They must do this on all five of their working days. Officers within our department instruct in all phases including traffic and firearms. All Officers participate in the briefings and are expected to be able to answer when called upon. They also have class discussions on any problem that any one Officer might have. They do have monthly evaluations made on them as long as they remain in our employ. Cleveland Heights,,Ohio, Police Department Drug abuse seminar - 6 hours Auto theft seminar - 6 hours Human relations - 6 hours Police 1iability—-federal and civil - 6 hours First aid - 6 hours Lakewood, Colorado, Department of Public Safety Closed circuit TV - the Grand Jury System — 6 hours Closed circuit TV - Criminal Justice - 1 hour Lecture — Field Survival — 4 hours Lecture — Colorado Revised Statutes - 3 hours Films - Field Survival — 1 hour Films — the Medical Autopsy — 1 hour 116 Program and Course Content (continued) - 20 110. 111. 112. 113. 114. Wilmington, Delaware, Police Department As stated earlier we are presently constructing what we feel will be an effective and efficient roll call training program. At the present we are conducting a two hour training session each Sunday morning since this is the only time we can afford taking a substantial amount Of men Off of patrol. Roll call training is used primarily to quote statistics on Offenses primarily, burglaries and robberies in an effort to indicate and trends develOping. This we feel has been well received and most effective. Parma Heighte, Ohio, Police Department 1. Constitutional 1aw-—motor vehicle search; stOp and frisk 2. Patrol procedures--stOpping felony suspects 3. Procedures for drug arrests. East Cleveland, Ohio, Police Department IACP material--film and outlines: 1. Testifying in court 2. Defensive driving 3. Search of persons 3 4. Felony arrests 5. Traffic direction 6. Felony in progress calls 7. Principals Of investigation 8. Traffic violator 9. Rescue breathing 10. Crime scene procedures Irvington, New Jersey, Police Department First aid; legal decisions; departmental procedures and policy; firearms; IACP Training Keys; law in general; daily patrol alerts. Compton,,California, Police Department Unavailable at this time. 117 Program and Course Content (continued) - 21 115. 116. San Leandrp, California, Police Department Please note: the roll call period or line-up is only 20 minutes. Little, if anything, can be covered in such a short time. This is compounded by the need for the watch commander to cover all events over the past 24 hours, thus roll call training is an impossibility. Ferndale, Midhigan, Police Department January: Search Of Crime Scene Collect and Present Evidence February: Burglary Investigation Stay Alert — Stay Alive Interviews Routine StOps MarcH: FBI Lab. FBI Lab. Crime Scene Testifying in Court. APPENDIX E DEPARTMENTS SURVEYED AND DEPARTMENTS RESPONDING 118 Departments Surveyed and *Departments Responding Population Group 25,000—50,000 Department POpulation Alabama: *Anniston 31,137 *Auburn 23,572 Bessemer 33,231 Decatur 37,771 Dothan 36,080 *Florence 33,535 Prichard 41,267 *Selma 26,941 Alaska: *Anchorage 46,137 Arizona: *Flagstaff 25,554 *Glendale 35,771 *Yuma 28,835 Arkansas: *Blytheville 24,596 Fayetteville 31,080 *Hot Springs 35,319 *Jonesboro 26,934 *West Memphis 25,796 California: *Antioch 28,211 *Arcadia 44,853 *Azusa 25,226 *Baldwin Park 47,634 *Bell Gardens 28,849 *Beverly Hills 32,952 *Burlingame 27,178 *Corona 27,384 *Covina 29,042 *Culver City 35,340 119 Department Population California: *Cypress 30,715 Escondido 36,013 *Fairfield 42,561 Fountain Valley (Santa Ana) 31,618 *Gardena 41,191 *Glendora 31,787 *Huntington Park 32,885 La Habra 41,349 La Mesa 38,824 La Mirada 28,458 La Puente 31,114 *Livermore 35,520 Lodi 28,614 *Los Altos 26,398 Lynwood 42,060 *Manhattan Beach 34,978 *Menlo Park 26,445 *Milpitas 26,370 *Monrovia 29,514 *Montebello 42,820 *Monterey 25,624 Monterey Park 48,680 *Napa 34,717 *National City 38,858 Newark 27,476 *Newport Beach 48,805 *Novato 28,593 *Oceanside 40,686 *Pacifica 36,756 Paramount 34,329 *Redlands 36,558 *Rialto 28,651 *Rosemead 38,736 *San Bruno 35,889 *San Gabriel 29,097 *San Luis Obispo 27,886 *San Rafael 38,493 Santa Cruz 31,339 *Santa Maria 32,322 Santa Rosa 48,464 120 *Fort Pierce Department Population California: Saratoga 26,899 *Seaside 35,659 *South San Francisco 46,669 *Temple City 29,611 Thousand Oaks 34,425 *Upland 32,624 *ViSalia 27,087 *Walnut Creek 36,606 Colorado: *Arvada 47,374 *Englewood 33,350 *Fort Collins 43,098 *Greely 39,167 *North Glenn 27,872 *Wheat Ridge 31,187 Connecticut: *Enfield 44,682 *Hamden 49,169 *Manchester 47,940 Middletown 36,658 *Newington 25,822 *New London 29,123 Norwich 41,274 Shelton 26,950 Southington 30,687 *Stratford 49,544 *Torrington 30,830 *Trumbull 31,057 Vernon 26,910 *Wallingford 35,801 *Westport 26,923 *Wethersfield 26,626 Florida: Boca Raton 28,010 *Coral Gables 42,069 Daytona Beach 44,206 *Fort Myers 26,856 28,930 121 Department Florida: *Key West *Lakeland *Melbourne North Miami *North Miami Beach *Panama City *Pompano Beach Sarasota *Titusville Georgia: *Athens *East Point *Marietta *Rome *Valdosta Warner Robins Hawaii: Hilo Kailua *Kaneohe Idaho: *Idaho Falls *Lewiston Pocatello Illinois: *Addison *Alton Belleville *Bloomington Calumet City *Chicago Heights *Danville *De Kalb Dolton *Downers Grove *Elmhurst *Elmwood Park Population 27,465 41,146 39,885 34,899 30,367 30,916 38,137 38,740 29,605 43,286 39,399 27,264 30,221 31,215 32,387 25,538 33,529 29,405 35,318 25,457 38,826 25,230 39,200 41,123 39,393 36,553 39,931 42,090 34,822 25,951 31,509 46,325 26,088 122 Department Population Illinois: Evergreen Park 25,476 Freeport 27,691 Galesburg 36,025 *Granite City 36,086 *Harvey 33,864 *Highland Park 30,365 *Kankakee 30,529 *Lansing 25,218 *Lombard 36,520 *Maywood 30,152 *Moline 45,995 *Morton Grove 26,621 *Mt. Prospect 35,286 *Niles 30,181 *Normal 25,924 North Chicago 44,769 Palatine 26,104 *Park Forest 30,388 *Park Ridge 41,243 *Perkin 31,100 Quincy 44,904 *Rantoul 25,377 *Rock Island 48,609 *Urbana 32,624 *Villa Park 25,653 *Wheaton 30,910 *Wilmette 31,987 Indiana: Bloomington 43,188 *Columbus 31,403 *East Chicago 46,407 *Elkhart 42,455 *Highland 25,009 Kokomo 43,359 *Lafayette 44,668 *Marion 40,043 *Michigan City 38,950 *Mishawaka 36,012 *New Albany 37,968 *Richmond 43,800 123 Department Iowa: *Ames *Burlington *Cedar Falls *Clinton *Fort Dodge *Iowa City *MarShalltown *Mason City Ottumwa Kansas: *Hutchinson Lawrence *Manhattan Prairie Village *Salina Kentucky: *Ashland *Bowling Green NeWport *Owensboro *Paducah Louisiana: *Alexandria *Bossier City Houma Kenner *New Iberia Maine: *Bangor *Lewiston Maryland: *Annapolis Bowie *College Park *Cumberland *Hagerstown *Rockville Population 39,171 32,029 29,117 34,402 30,850 46,444 25,739 29,746 29,314 36,294 45,143 26,584 28,026 37,095 28,278 33,757 25,900 49,751 31,100 41,217 43,066 30,285 26,516 29,139 32,390 41,817 28,042 34,883 26,658 29,084 35,154 41,164 124 *Battle Creek Department Population Massachusetts: *Amherst 26,166 *Attleboro 32,226 *Belmont 27,750 Beverly 38,073 Billerica 31,284 Braintree 35,373 Chelmsford 31,258 *Chelsea 30,122 *Danvers 26,133 Dedham 27,233 Everett 42,216 *Fitchburg 42,906 *Gloucester 27,690 *Haverhill 45,643 Holyoke 49,434 *Leominster 32,709 *Lexington 31,628 *Marlborough 27,721 Melrose 32,881 *Methuen 34,986 *Milton 27,011 *Natick 31,055 *Needham 29,737 Northampton 27,726 Norwood 30,828 Peabody 47,650 Randolph 27,117 *Revere 42,634 *Salem 39,971 *Saugus 25,407 *Taunton 43,766 Wakefield 25,268 Watertown 38,853 Wellesley 27,951 *Westfield 31,102 *West Springfield 28,276 *Woburn 37,307 Michigan: *Allen Park 40,859 37,914 125 Department Population Michigan: *Bay City 49,075 *Birmingham 34,690 *East Detroit 45,814 *East Lansing 47,393 *Ferndale 30,028 *Garden City 41,647 *Hamtramck 26,751 *Highland Park 35,126 *Holland 26,144 *Inkster 38,264 *Jackson 45,733 *Madison Heights 38,560 *Midland 34,691 *Muskegon 44,377 *Oak Park 36,700 *Portage 33,151 *Port Huron 35,530 Southgate 33,723 *Trenton 25,196 *Troy 39,143 *Wyandotte 40,832 *Ypsilanti 29,260 Minnesota: Brooklyn Center (Minneapolis) 34,717 *Brooklyn Park Village (Minneapolis) 25,979 *Coon Rapids 30,225 *Crystal 30,564 *Edina 44,039 *Fridley (Minneapolis) 28,993 *Mankato 30,943 *Maplewood 25,279 *Minnetonka 35,480 *Moorhead 29,026 *Richfield 47,215 *Roseville 34,472 *St. Cloud 39,286 *St. Louis Park 48,812 *Winona 26,036 126 Department Mississippi: *Biloxi Columbus *Greenville *Gulfport Hattiesburg Meridian *Pascagoula Missouri: Cape Girardeau Ferguson *Webster Groves Nebraska: *Grand Island *Missoula Nevada: *North Las Vegas New Hampshire: *Concord New Jersey: *Atlantic City *Belleville Bergenfield *Englewood Fair Lawn Fort Lee *Garfield *Hackensack Hoboken *Kearny *Linden *Long Branch Lodi *Montclair *New Brunswick *Nutley *Orange Population 47,814 25,176 38,834 39,415 37,461 44,405 26,512 31,069 28,770 27,250 30,914 29,232 35,315 29,573 45,386 39,226 28,350 24,829 36,765 30,394 28,907 35,234 45,559 37,262 41,059 31,108 25,127 43,856 41,909 32,123 32,339 127 Department Population New Jersey: *White Plains Paramus 28,270 Perth Amboy 38,564 *Plainfield 46,344 *Rahway 29,034 *Ridgewood 27,357 Sayereville 32,370 *Vineland 46,781 *Westfield 33,606 West New York 40,061 West Orange 43,222 New Mexico: *Clovis 28,192 *Hobbs 25,529 *Las Cruces 37,705 *Roswell 32,593 *Santa Fe 39,107 New York: Amsterdam 25,222 *Auburn 34,319 Elmira 39,873 *Freeport 40,438 *Garden City 25,750 Glen Cove 25,448 *Hempstead 41,562 Ithaca 25,148 *Jamestown 39,222 *Kingston 25,198 *Lackawanna 38,393 Lindenhurst 28,262 *Lockport 25,220 Long Beach 32,507 Massapequa 21,865 *Newburgh 25,919 *North Tonawanda 35,813 *Port Chester 25,526 Poughkeepsie 31,496 *Rockville 27,274 *Rome 47,926 Valley Stream 40,332 Watertown 30,525 49,573 128 Department Population North Carolina: *Burlington *Gastonia *Goldsboro *Greenville *Rocky Mount *Wilmington *Wilson North Dakota: *Bismarck *Grand Forks *Minot City Ohio: Alliance *Barberton Brook Park Cuyahoga Falls *East Cleveland *Fairborn Findlay Garfield Heights Kent *Lancaster *Maple Heights *Marion *Massillon Mentor *Middletown *Newark North Olmstead Norwood *Parma Heights *Portsmouth *Sandusky *Shaker Heights *South Euclid *Steubenville *Upper Arlington (Columbus) Whitehall *Xenia Zanesvillc 35,338 46,742 26,373 28,522 33,297 45,067 29,325 33,572 38,626 32,164 26,376 33,003 29,831 49,463 39,237 32,015 35,591 41,197 27,623 32,591 34,071 37,630 31,581 36,680 46,612 41,258 34,639 30,119 26,385 28,045 32,148 36,143 29,490 30,439 38,367 25,185 25,318 32,426 129 Department Oklahoma: *Bartlesville *Enid *Midwest City *Muskogee Ponca City *Stillwater Oregon: *Corvallis *Medford Pennsylvania: *Baldwin Bethel Park *Easton *Hazelton Johnstown *Lebanon McKeesport *Monroeville *New Castle *Norristown *Pottstown State College West Mifflin Wilkinsburg (Pittsburgh) *Williamsport Rhode Island: Cumberland East Providence Newport *Woonsocket South Carolina: *Anderson *Florence *Rock Hill *Spartanburg Population 29,484 43,557 47,512 36,015 25,383 30,228 34,798 27,950 27,135 33,806 29,055 30,246 42,065 28,141 37,655 28,861 38,457 38,310 25,179 33,167 27,576 26,564 37,694 26,453 47,615 33,866 46,465 26,906 25,470 33,619 43,536 ll!- Iii.l! Ital anllll n'lll, til! Jill! I'll II 5!! 130 Department South Dakota: Aberdeen *Rapid City Tennessee: *Clarksville *Jackson Johnson City Kingsport *Murfeesboro *Oak Ridge Texas: *Baytown Big Spring *Bryan *Denton *Farmers Branch Haltom City *Harlingen *Hurst *Killeen *Kingsville Longview *McAllen *Richardson *Sherman *Temple *Texarkana *Texas City *Victoria Utah: *Bountiful *Orem Vermont: Burlington Virginia: *Charlottesville Danville *Petersburg Population 26,193 43,399 30,904 39,262 32,959 30,808 25,878 28,140 39,175 28,165 32,489 38,864 27,177 27,973 34,005 26,887 34,953 27,809 44,397 36,761 47,596 28,352 32,645 29,393 38,393 39,349 27,865 25,684 38,266 38,047 46,029 25,610 131 Department Washington: *Bellingham *Bremerton *Longview *Richland *Vancouver *Yakima West Virginia: *Fairmont *Morgantown *Parkersburg Weirton *Wheeling Wisconsin: *Beloit *Brookfield *Eau Claire *Fond du Lac Janesville *Manitowoc *Menomonee Falls *New Berlin *Sheboygan *Superior *Waukesha *Wausau Wyoming: Casper *Cheyenne Population Group 50,000—75,000 Alabama: Gadsden *Tuscaloosa Arizona: *Mesa *Scottsdale *Tempe Population 39,797 32,138 28,319 25,651 40,083 45,060 25,405 29,074 43,225 29,429 46,854 25,256 31,990 41,892 35,330 44,173 33,180 31,377 26,831 47,957 31,297 39,645 32,395 39,145 40,020 52,864 61,933 62,499 66,852 63,030 132 Department Arkansas: *Fort Smith *North Little Rock *Pine Bluff California: *Alameda *Alhambra *Bakersfield Bellflower *Buena Park Carson *Chula Vista *Costa Mesa *Daly City *El Cajon *El Monte *Hawthorne *Modesto *Mountain View *Ontario *Oxnard *Palo Alto Pico Rivera *Redondo Beach Redwood City *Salinas *San Leandro *Santa Barbara *Simi Valley *South Gate *Vallejo *Ventura *West Covina *Westminster *Whittier Colorado: *Aurora *Boulder Population 61,549 59,014 55,597 66,031 61,289 67,955 52,166 63,656 72,144 64,474 72,412 62,636 58,063 70,795 53,161 60,348 54,222 64,160 70,128 55,413 53,980 56,866 54,170 58,365 68,385 69,631 60,643 56,397 67,905 57,089 67,783 59,619 67,009 74,425 65,977 133 Department Connecticut: Bristol Danbury East Hartford Fairfield *Greenwich Meriden Milford *West Hartford *West Haven Florida: *Clearwater *Gainesville Pensacola *Tallahassee *West Palm Beach Georgia: *Albany Augusta Idaho: Boise Illinois: *Arlington Heights *Aurora Berwyn *Champaign Cicero *Des Plaines *East St. Louis *Elgin *Oak Lawn *Oak Park *Skokie *Waukegan Indiana: *Anderson *Muncie *Terre Haute Population 54,782 50,469 57,086 55,484 59,440 55,073 50,434 67,379 51,216 50,787 63,818 65,442 71,763 56,865 68,181 58,483 73,330 62,578 73,614 52,274 55,976 66,695 59,288 68,026 55,061 61,637 61,745 68,404 64,665 69,923 68,066 69,247 134 Department Iowa: *Council Bluffs *Dubuque Kentucky: Covington Louisiana: *Lafayette *Monroe Maine: *Portland Massachusetts: *Arlington *Brookline *Chicopee Framingham *Lawrence *Malden *Medford *Pittsfield *Waltham *Weymouth Michigan: *Lincoln Park *Roseville *Southfield *Sterling Heights *Taylor *Wyoming Minnesota: *Rochester Missouri: *Columbia *Florissant St. Joseph Montana: *Billings *Great Falls Population 59,923 61,351 52,016 65,999 54,647 64,304 52,720 58,090 66,416 63,233 66,216 55,851 63,481 56,673 61,108 55,325 52,988 60,505 68,844 58,843 69,673 56,196 54,126 67,102 71,996 60,549 58,761 135 Department Nevado: *Reno New Hampshire: *Nashau New Jersey: *Bayonne *Bloomfield *East Orange *Irvington *Passaic *Union City New York: *Binghamton *Mt. Vernon New Rochelle *Troy North Carolina: *Asheville *Fayetteville *High Point North Dakota: *Fargo Ohio: *Cleveland Heights Elyria Euclid Hamilton *Kettering (Dayton) *Lakewood *Lima *Mansfield *Warren Oklahoma: *Lawton Norman Population 72,121 55,378 69,898 52,154 74,846 59,958 53,751 56,662 63,229 72,302 74,697 62,007 55,444 51,696 60,919 52,697 60,437 53,359 71,769 64,058 72,928 69,778 53,573 54,154 64,269 69,069 50,500 n—h . 136 Department Oregon: *Salem Pennsylvania: Altoona *Bethlehem Chester *Harrisburg Lancaster Wilkes-Barre York Rhode Island: *Cranston South Carolina: *Charleston *Greenville South Dakota: *Sioux Falls Texas: *Brownsville *Galveston *Grand Prairie Laredo Mesquite *Midland *Port Arthur *San Angelo *Tyler Utah: *Ogden *Provo Virginia: *Lynchburg Washington: *Bellevue *Everett Population 68,309 62,385 72,320 56,197 65,828 57,693 57,946 50,008 73,633 64,591 61,242 72,557 51,080 60,714 52,404 65,491 55,136 58,199 56,552 63,928 56,301 68,480 53,491 53,134 57,751 51,926 Department West Virginia: *Charleston *Huntington Wisconsin: *Appleton *La Crosse *Oshkosh *Wauwatosa West Allis 137 Population Group 75,000-100,000 California: *Burbank *Compton *Concord *Downey *Fullerton *Hayward *Inglewood Lakewood *Norwalk *Orange *Pomona *Richmond *San Mateo *Santa Clara *Santa Monica *Summyvale Colorado: *Lakewood *Pueblo New Britain Norwalk Delaware: *Wilmington Population 69,531 72,970 56,673 51,448 52,460 58,668 71,511 88,659 75,312 84,781 87,765 84,974 92,241 88,781 82,183 91,217 76,296 88,486 78,016 78,606 85,504 87,272 96,425 93,403 96,746 82,685 78,577 79,978 138 Department Florida: *Miami Beach *Orlando Illinois: *Decatur *Evanston *Joliet *Springfield Iowa: *Davenport *Sioux City *Waterloo Kansas: *Overland Park Louisiana: *Lake Charles Massachusetts: Brockton *Cambridge Fall River *Lowell *Lynn *Newton *Quincy Somerville Michigan: *Ann Arbor *Dearborn Heights *Kalamazoo *Pontiac *Royal Oak *Saginaw *St. Clair Shores *Westland Population 85,209 97,565 89,468 80,010 78,623 89,816 97,614 83,626 75,994 77,332 76,522 87,444 98,942 95,679 92,929 87,817 91,194 88,171 87,047 98,414 80,040 84,444 84,951 84,081 90,603 87,378 86,291 139 Department Minnesota: *Bloomington *Duluth New Hampshire: *Manchester Clifton New York: Niagara Falls *Schenectady *Utica North Carolina: *Durham Ohio: *Lorain *Niles *Parma *Springfield Oregon: *Eugene Pennsylvania: *Reading Rhode Island: Pawtucket *Warwick Texas: *Abilene *Arlington *Garland *Irving *Odessa *Pasadena *Waco Wichita Falls Population 81,761 99,761 87,282 81,865 84,752 77,134 90,802 93,935 76,733 82,447 99,691 82,188 77,284 86,470 76,213 82,985 88,433 88,385 80,659 97,457 76,109 89,291 92,600 94,976 140 Department Population Virginia: *Chesapeake 88,918 *Roanoke 90,955 Wisconsin: *Green Bay 87,239 *Kenosha 78,063 *Racine 94,720 9 *.’sli| In“ M I 11111111111111111 1111111111111111111111111Es 3 1193 03082 8184