The purpose of this study is to move beyond a simple understanding of whether a training program works and to have a better understanding of how and why it works. To do so, the study builds on the theoretical framework of officer training motivation, receptivity, and outcome by addressing several gaps in the existing literature. To that end, this study aims to conduct longitudinal police training evaluation research exploring the factors that motivate officers to complete training programs, which, in turn, impacts training receptivity and, ultimately, training outcomes. The study also examines the contribution of organizational justice theory in producing beneficial training outcomes. In addition, drawing on the group-value model of procedural justice and the relational model of authority, the study tests whether the effect of training motivation on training receptivity is moderated by organizational justice. Furthermore, gender issues in policing are covered, and the moderating effect of gender is discussed in terms of uncertainty management theory. The sample for this study comes from 351 newly hired police officers who participated in online surveys conducted in two different time periods. The first survey was distributed at the beginning of the academy (during the first few weeks of the beginning of the academy), and the second survey was distributed after graduation (during the first few weeks when the officers were assigned to their workplace after they were done with both the in-school education and field training). Several factors motivated officers to complete training programs, which, in turn, impacted training receptivity and, ultimately, training outcomes. The findings from this study help us understand the conditions under which training is successful or why training programs fail.
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