CJA443 Discussion 1: Summarize the Changing Environment and Related Challenges of Recruitment

The informational modules are pasted below with accurate citations.

Hiring Process CA Police Officer

Every police department faces the necessity of recruiting and selecting personnel. Personnel must be recruited and selected to fill positions at three different levels: the entry level, the supervisory level, and the chief’s level. Since recruitment and selection are critical to the success of any agency, and since virtually all promotions within police agencies are internal, the inability to attract enough qualified recruits presents significant problems for police administrators. As you begin this module, there are several questions for your consideration. Is there such a thing as an “ideal” police officer? If so, what are the characteristics of such an officer? Are such characteristics descriptive of both entry level and supervisory officers? What are the best techniques to employ in order to recruit and retain officers with these characteristics? 

There is no more important function in the peace officer hiring process than the background investigation. A background investigation is a totality of all that follows, including the full application, personal history statement, criminal history search, and more. We have all seen how poor hiring decisions drain a law enforcement agency’s time and resources and, even more importantly, can have direct and serious consequences for the individual, fellow officers/deputies, the agency, the community, and society at large. 

The background investigation satisfies two primary goals:

1) assuring compliance with all applicable minimum standards for appointment, and 
2) screening out candidates who, based on their history or other relevant information, are found unsuitable for the position per POST Commission Regulations 1950-1955. 

Background investigations must be comprehensive if they are to lead to well-informed hiring decisions. Past misconduct and other signs of unsuitability must be uncovered so dangerous or otherwise unfit candidates are screened out. At the same time, inquiries into past performance must stay within the tight parameters of fair employment practices, and the evaluation of such information must be consistent across all applicants. Background investigators must therefore be knowledgeable about all applicable local, state, and federal fair employment laws. They must be well versed in the legal requirements for appointment to each specific position in question such as police officer, dispatcher, reserve officer, records clerk, etc. They must base their inquiries and evaluations on applicant behaviors that have a direct relationship to the requirements and demands of the position, and they must do so with unbiased consistency. They must be able to decipher the information gathered from a wide variety of sources and how it is used in determining applicant suitability and summarize the entire background investigation in a comprehensive report to the agency head. The comprehensive report enables agency leadership to make informed hiring decisions. 

Women & People of Color in Policing:

In recent years there have been attempts to recruit more women and minorities into policing. Such attempts have mainly come in response to affirmative action and equal employment opportunity requirements rather than as a direct result of a belief among police administrators that these recruits can fulfill the police role. Minorities and women have had to overcome many obstacles within policing to gain acceptance in the field. Policing has been a traditional bastion of white male dominance, and it has vigorously resisted the integration of women and minorities. Even today, police administrators struggle to maintain female and minority representation in their departments (Decker & Huckabee, 2002). Women may still view policing as a male-dominated profession in which females are generally not welcome, and long-standing distrust of the police may inhibit minorities from seeking employment. Next, you will examine the interrelationships between women and minority group members and the police subculture.

Mid 20th Century

Women have been a part of policing in the United States for at least a century, though their integration into patrol and other operational divisions is much more recent. Only in the 1960s did opportunities for policewomen begin to improve following the President’s Commission on Law Enforcement and Administration of Justice (1967) conclusion that policewomen could be a valuable asset to modern law enforcement. The Commission recommended the then-limited role of women be broadened to include patrol and investigative duties as well as administrative responsibilities. Most authorities agree the first woman assigned to full-time field patrol was hired in Indianapolis in 1968. In the late 1960s and early 1970s, the Federal Bureau of Investigation and the Secret Service appointed their first female field agents; several cities placed uniformed female officers in patrol positions. Studies of these women led to the conclusion that policewomen perform as well as policemen, although sometimes in a different fashion, and their attitudes are similar to policemen’s. Other research has found that female police officers experience stressors similar to those of their male counterparts, and organizational commitment, job satisfaction, stress levels and job-related anxiety, and attitudes toward law and order do not differ significantly by gender.

The Past Few Decades:

Over the past two decades, an increasing number of women have been recruited into policing. Woman now account for some 14% of all sworn officers in large agencies in 1999. Between 1999 and 2001, their numbers decreased so they accounted for slightly less than 13% of sworn officers in large departments by 2001. Even given the numbers of women and people of color in large departments, it should be remembered that some 85% of all police agencies in the United States have fewer than 50 sworn officers. In these agencies, women and people of color have been far less successful in being hired and/or promoted (Seklecki & Rabe, 2005). The recent decline in representation and the lack of success in smaller departments raises the question of why this is occurring and, if so, what can be done about it.

Opening up the Applicant Pool:

Perhaps the best reason for hiring and promoting qualified applicants is the fact that a tremendous amount of talent is wasted if they are excluded from police work. Since there is no evidence that white officers perform the policing function better than other officers, hiring officers of various races is ethically and morally proper. Further, integrated police departments are more representative of the public they serve, and officers of color may serve as role models in the community. 

People of Color Entering Law Enforcement:

 Police officers of color confront a number of problems in addition to those encountered by their white counterparts. Alex (1969) found that black police officers, for example, suffer from “double marginality” resulting from the fact that they are sometimes distrusted by their white counterparts and are often viewed as traitors by other members of the black community. Black officers may be perceived as being more black than blue (police-oriented) by white officers and more blue than black by others in the black community. Officers of color, like their white colleagues, must arrest unwilling suspects, intervene in domestic squabbles, and keep order on the streets. They represent the interests of the state and the status quo in areas where large numbers of non-Caucasian youth, among others, do not share these interests. In some instances, officers of color have formed their own associations in police departments with agendas different from, and sometimes in sharp contrast with, those of white officers.

Taking Advantage of Diversity:

The advantages of hiring diverse candidates for police work are numerous. First, it is illegal to discriminate based on gender or racial membership in hiring and promoting police officers. Second, the presence of officers of different race, ethnicity, religion, gender, or other statuses shows commitment to serving the entire community. Third, female and police officers of color successfully occupying positions of authority and respect serve as role models to the community. As a result, many chiefs and sheriffs have developed recruitment strategies to focus on hiring qualified diverse candidates. Good sense dictates that recruitment efforts should take advantage of the entire pool of potential applicants (Jones & Lonsway, 2002). 

Ongoing Strategies:

 These recruitment strategies must be ongoing and continue to evolve in order to attract, maintain, and promote qualified candidates who meet the standards and requirements of this ever-evolving profession. Hiring or promoting unqualified officers will not erase or eradicate past wrongs. The best way to address past wrongs is to institute programs to hire, mentor, develop, and promote women and police officers of color. In the long run, equal treatment regardless of race, ethnicity, religion, gender, or other status is the foundation of a truly democratic society.

References: 

 Jones, S., & Lonsway, K. (2002). Recruiting and selecting women officers. Law & Order, 50(5), 94-99. 

 Krimmel, J., & Gormley, P. (2003). Tokenism and job satisfaction for policewomen. American Journal of Criminal Justice, 25(4), 73-89.  

 Seklecki, R., & Rabe, G. (2005). Female law enforcement officer motivations regarding entering, continuing, and leaving law enforcement: Findings from nationwide research. Illinois Law Enforcement Executive Forum, 5(5), 131-142. 

 Sun, I. (2003). Police officers; attitudes toward their role and work: A comparison of black and white officers. American Journal of Criminal Justice, 28(1), 89-109.

Police Officer Education:

Lesson 1.3: Police Officer Education 

The need to improve content and consistent delivery in police officer training has become a focus of attention in recent years. In fact, some argue that the line between training and education is unclear or nonexistent. However, a distinction is important. In this course, we consider education more abstract and theoretical, training more concrete and practical. Education provides a knowledge base, training, and the skills needed to apply the knowledge.  

 Some, like Baro and Burlingame (1999, p. 57), see little distinction between education and training and consider a four-year degree to be unnecessary for police officers. The authors argued having a degree may not improve performance and noting that only about one percent of local police agencies require a four-year degree. Almost 75% of police agencies have no formal policy linking education and the promotion process. Others, such as Mors (2005), conclude that the current approach to continuing professional education in policing is ineffective. He contends that the field of policing has not changed in terms of educating officers in the past century. “Yet, even in the new century, police education and training remain ineffective. Despite all of the training available to police, law enforcement personnel continue to conduct business as usual” (Mors, 2005, p. 179).  

 Polk and Armstrong (2001) found, however, that well over half of the officers in the United States now have some college-level education and, in their study at least, found there is a differential distribution of police personnel by education with more educated respondents holding a higher rank than those with lower educational levels. Most importantly, their data also showed those respondents who had increased their level of education the most since their employment were more likely to hold command positions and that respondents moved through their career paths more quickly as their level of current education rose. Their study demonstrated those who hold higher levels of education, regardless of their other traits or personality characteristics, are more likely to hold higher rank and progress more quickly through their career path. Finally, even a cursory look at police executive employment websites or advertisements in professional journals indicates the importance of obtaining advanced training for law enforcement managers.  

 There is little doubt that both police departments and officers will benefit from training and education that enhances knowledge, skills, and abilities. Such enhancement will enable police officers and their agencies to improve service to their communities. One important issue with respect to such enhancement is how best to deliver education and training. Among the methods most commonly employed are basic or recruit training, field training, and in-service training (also referred to as continuing professional education or CPE). Some states (e.g., Illinois) provide mobile unit training where instructors take courses out into the field rather than requiring students to come to one central location. Magers and Klein (2002) point out, “Nationally recognized standards for entry-level police academy training have not been established; therefore, police basic training standards dramatically vary from state to state” (p. 103). The same is certainly true of standards relating to other types of training as well (some states mandate continuing training, others don’t) and with respect to education.  

 The Importance of Continuing Education and Training in Policing 

Napier (2005) points out that the police and policing have changed dramatically in the last 50 years. Police officers have gone from minimally trained and poorly equipped to highly trained and equipped with advanced technologies. Much of this change, according to Napier, has been the result of accelerated changes in technology and the emergence of complex social issues such as bias-based policing and racial profiling. The latter are issues that can only be adequately understood and addressed by those with at least some grasp of social science, such as that provided through higher and continuing education. Such understanding typically exceeds the bounds of knowledge an officer might acquire by simply being competent and tenured within their agency. Once police personnel realize they need to obtain higher education, the problem becomes how to get it (Napier, 2005).  

 Similarly, Lane (2005) views the need to remain abreast of innovations in policing as prompting police executives to seek opportunities for advanced training and education. He also indicates that numerous continuing education programs are available for such executives and other members of the police community. Swisher and Whitfield (2005) point out that, in recent years, advancements in satellite and Internet capabilities have proved to be an effective and cost-efficient means of delivering information. They continue by noting that local classroom programs that utilize these technologies make it convenient and less costly for thousands of professionals to participate at hundreds of sites across the country (while these authors are focusing on the field of corrections, much of what they have to say applies to policing as well). As they indicate, new information formats are discovered as distance learning initiatives move forward. 

 Among these is a need to focus on asynchronous e-learning delivery strategies (sound familiar?) or “real time” student-instructor or student-student interactions. With advanced technology, many e-learning courses will transition from an asynchronous delivery strategy (student-computer interaction only) to a synchronous delivery strategy (cohort-based, possibly in-person too). In addition, there are programs experimenting with merging e-learning and instructor-led instructional strategies into a blended approach to training and education delivery (again, sound familiar?). As a part of such experiments, students who enroll in both education and training programs may be required to complete e-learning courseware as a prerequisite. Students may also be expected to complete e-learning courseware while attending programs at police training academies and universities and/or as a post-requisite for completing the program after they return home. Swisher and Bonn (2005) conclude that this blended approach to instructional delivery may enrich the learning experience by better preparing participants to transfer the skills acquired in the classroom to their workplace. In addition, the blended training approach should reduce the time students need to be in the classroom and away from work, which should ease the burden on agencies in providing release time.  

 Lane (2005) discusses the breadth of subjects that may be covered in advanced training or educational courses. Such subjects may include legal matters, behavioral science, law enforcement communication, leadership, and forensic science. Other noncredit courses may also be offered (all this in either traditional classroom settings or over the Internet). Examples of such law enforcement-related topics include risk management, cults, comparative policing, and terrorism.  

 Lane (2005) queried attendees at the National FBI Academy concerning the benefits of attending advanced training there. He found that networking, the ability to reach out and contact officers from different departments throughout the world, ranked the highest. Some found that interaction with other police professionals throughout the world proved an immense benefit. Other benefits mentioned included the friendships formed, new ideas for work, changed lifestyles and attitudes, career advancement, and improved academic standing. Many respondents who had been subjected to diverse cultures came away with a better understanding of the challenges facing all members of the law enforcement profession, regardless of their jurisdictions. Still, others found that interacting with officers from both national and international backgrounds caused them to realize that most of the problems they faced had been faced by others who had frequently come up with some effective ways to address them.  

 Napier (2005) notes that online education has expanded rapidly over the last several years to address the needs of nontraditional students. While the academic soundness of such programs was once considered suspect, an increasing number of top-flight universities now offer online education, and recent research provides broad support for the academic value of online education. These online programs provide a convenient and fast-paced way to obtain a degree from an accredited university. It is clear that higher education is no longer a luxury or not simply desirable, it is becoming a necessity, and online programs are one way of obtaining continuing and advanced education (and training as well).  

 Based on the discussion above, what can we conclude concerning police training and continuing education? First, we note that training and education must be career-long commitments. Second, relationships between the two should be recognized and pointed out to participants in order to make each more meaningful. Third, mandatory training is clearly needed, and that training should be interrelated. Fourth, to make continuing education and training effective, methods of delivery must be adapted to the needs of adult learners. Fifth, delivery of services via the Internet is a viable methodology. Sixth, a commitment to training must come from the top of the organization (and those mandating training must be willing to participate themselves if the training is to be perceived as important). Seventh, those officers pursuing advanced and/or continuing education and training are more likely than those not pursuing this to be rewarded with desirable assignments and promotions (however, the correlation is not perfect and perhaps not causal). Still, as Magers and Kein (2002) note: “People enter and leave new occupations on a daily basis, and the only way for us to make sure the newcomers will adequately perform in the tasks given to them is to provide them with the best training and education possible” (p. 103, 111). 

 References: 

 Baro, A., & Burlingame, D. (1999). Law enforcement and higher education: Is there an impasse? Journal of Criminal Justice Education, 10, 57-73.

Lane, T. (2005). Personal and departmental benefits of continuing education: The FBI National Academy experience. FBI Law Enforcement Bulletin, 74(5), 1-7.

Magers, J., & Klein, L. (2002). Police basic training: A comparative study of states’ standards in the United States. Illinois Law Enforcement Executive Forum, 2(2), 103.

Mors, T. (2005). Training meta-policies for law enforcement administrators. Illinois Law Enforcement Executive Forum, 5(5), 179-189.

Napier, M. (2005). The need for higher education. Law & Order, 53(9), 86-93.

Polk, O., & Armstrong, D. (2001). Higher education and law enforcement career paths: Is the road to success paved by degree? Journal of Criminal Justice Education, 12(1), 77-102.

Swisher, S., & Whitfield, C. (2005). Embracing several generations in distance learning. Corrections Today, 67(1), 80-82.