Models and Structures of Corrections and Police Training and Research Activities in Canadian and International Jurisdictions
This paper provides an overview of various models of training and research employed in the fields of policing and corrections. Jurisdictions, both within Canada and internationally (i.e., United States, United Kingdom, Ireland, and Australia), were scanned to determine current models of practice. In particular, information was sought about the governance structures of given training models; the timing, approach, and providers of basic/recruit training; and the nature of in-service/advanced training for mid-career professionals. With respect to research models, governance structures were examined, as well as specific areas of research focus, including whether there was any interrelationship between research and training.
By Lisa JewellThere are several instances where policing and corrections fall under the same ministry (at least in Canada); however, there was little indication of any coordination across police and corrections training and research, even within these ministries. Given this lack of overlap, the policing and corrections fields were examined independently. Further, it was necessary to separately consider training models in corrections for each of the following common professional groups: correctional officers, youth workers, and probation and parole officers.
Given the breadth of information covered by this review, it primarily relied upon publically available documents identified through an Internet search. Therefore, the absence of certain characteristics with respect to a given jurisdiction’s approach to police or corrections training and research does not necessarily mean these characteristics have not, in fact, been incorporated in their training or research models. A search of peer review and grey literature was used to enhance the information obtained from each jurisdiction.
Summary
This review of police and corrections training models revealed that there are several similarities in the models used to train both police and corrections professionals (i.e., correctional officers, youth workers, and probation and parole officers). There also are commonalities in the research models employed, particularly with respect to whom that research function may fall. Despite these similarities, there is limited overlap in the provision of training and conduct of research across policing and corrections. This summary discusses and compares the major police and corrections training and research models that were identified.
All of the training models examined have their own advantages and disadvantages. For instance, with respect to the timing of training, pre-employment training provides an additional opportunity to “screen out” recruits who are not able meet the competencies required for their position prior to investing many resources in them. In contrast, post-employment training demonstrates greater commitment to recruits, which may provide them with additional confidence, help them perceive themselves as a member of the service more quickly, and increase their own commitment to the service.
In terms of approaches to training, corrections and policing clearly favoured integrating classroom and field/on-the-job training. In particular, several advantages of field training were cited, such as allowing new recruits to become comfortable in their professional roles and proficient at skills or competencies while receiving guidance from a training officer (Karp & Stenmark, 2011; Reveal, 2009).
A notable approach to training newly hired staff in the corrections field was centred on achieving certification. Certification has many benefits in that it provides documented evidence that individuals have been examined by an independent professional organization and deemed to be competent; it provides a mechanism for documenting mastery; it encourages continuingeducation and professional growth; it is a form of recognition and achievement; and it elevates a profession’s standing (Gala & Bouchard, 2009).
Conclusion
There is no single model for policing or corrections training and research that has been demonstrated to be superior over others. In fact, the amount of research conducted to formally evaluate and compare various models of police and corrections training (timing, approach, provider, or otherwise) and research has been limited. As such, there is a need to develop a stronger evidence base through research and evaluation to identify which models are more effective than others. In the meantime, when choosing a training or research model for either corrections or policing, organizations may be best served by reflecting upon their values, mandate, structure, and what they hope to accomplish. These considerations will likely lead to the training and research models best suited to their needs.