Field Training Programs

Download our free Executive Summary on the Problem-Based Learning Model of Field Training.

Problem-Based Learning Model of Field Training

The Problem-Based Learning Model of Field Training is a complete program for providing field training at your agency.  It is a non-traditional approach that is learner-centered and designed to allow for greater retention and flexibility of knowledge.  Personnel trained using this model have been shown to have higher competence, greater problem-solving skills, and confidence in their abilities than those using more traditional evaluative systems.  The use of "authentic assessment" methods provides agencies with documentation that clearly shows the training provided, trainee performance, and trainee comprehension of standards.  

The Problem-based Learning Model of field training is flexible enough to meet any agency's needs.  The program has several modules available.  Each module can be implemented separately.

  1. Problem-Based Learning Model of Field Training - Initial Post-Academy Training

  2. Problem-Based Learning Model of Field Training - Newly Promoted Supervisor Training

  3. Problem-Based Learning Model of Field Training - Supervisor

  4. Problem-Based Learning Model of Training - Communications

  5. Problem-Based Learning Model of Training - Civilian Staff

  6. Custom Problem-Based Learning training programs can be created.  Contact us for a proposal and pricing.

The training programs listed below, develop personnel responsible for conducting training using this model.  

Problem-Based Learning Model of Field Training - Basic PTO Certification (LE-PBL01)

PURPOSE OF COURSE:   This 40-hour program has been designed by James Wagner and Associates, LLC for the purpose of providing a field training model for police recruits that incorporates adult learning theories and problem-based learning. This course will enable trainers to use these methods to develop new police officers who will be competent in the areas of community policing and problem-solving.

COURSE OVERVIEW:      The primary focus of the course will be to provide training officers with the specialized skills, knowledge, and abilities needed to train a recruit using the principles of this training model.

COURSE GOALS:    The goals of this course are to:

  1. Identify why field training is important following basic academy training.

  2. Identify requirements for legally defensible and valid training.

  3. Identify structure, organization, terminology, evaluation methods, and the theory behind the PBL Model of Field Training.

  4. Discuss Problem-Oriented Policing and its application in the PBL Model of Field Training.

  5. Engage in problem-based learning and discuss it as a method of learning.

  6. Familiarize students with the PTO Manual and training program elements.

  7. Utilize PSTPE, TEPR, and CP training and evaluation tools to develop confident and competent police officers who possess flexible and adaptable knowledge, skills, and abilities.

  8. Identify relevant information on emotional intelligence, multiple intelligence, and conflict resolution for use in their training program.

  9. Study the Learning Matrix cells within the PBL model and add to them, when appropriate to meet local agency needs.

  10. Design, create, and/or review Learning Matrix binders.

  11. Create a plan to develop time management skills in trainees

  12. Identify the role of intermediate and final progress check-rides.

  13. Identify why the use of a coaching and mentoring philosophy is more beneficial than a strictly evaluative model.

  14. Develop resources for Learning Activity Packages.

Problem-Based Learning Model of Field Training - Supervisor Certification (LE-PBL02)

PURPOSE OF COURSE: This program has been designed by James Wagner and Associates, LLC, for personnel designated to supervise the Problem Based Learning Model of Field Training™. This course will enable supervisors to effectively manage the program and their personnel, to ensure that the agency is delivering the best quality training.

COURSE OVERVIEW: The primary focus of the course will be to provide supervisors with the specialized skills, knowledge, and abilities needed to manage their PTOs, Trainees, paperwork, and methods used in this training model.  This course is designed to be delivered over 16 hours unless it is packaged with the 40-hour basic Police Training Officer Certification course, in which case only the last 8 hours are required.

PREREQUISITES: This course has the following prerequisite:

  1. 40-Hour Basic Police Training Officer Certification

COURSE GOALS: The goals of this course are to:

  1. Identify program philosophies including Adult Learning, Problem-based Learning, Transformative Learning, Coaching and Mentoring, Multiple Intelligences, Emotional Intelligence, Communication, and Conflict Resolution.

  2. Identify evaluation methods used in this training program, including TEPR, PSTPE, and CP.

  3. Discuss management of Police Training Officers, including selection, training, and evaluation.

  4. Discuss the management of the Problem-based Learning Model of Field Training, including general management concerns, program evaluation, annual reporting, and record-keeping.

Problem-Based Learning Model of Field Training for New Supervisors - Basic STO Certification (LE-PBL03)

PURPOSE OF COURSE:   This 24-hour program has been designed by James Wagner and Associates, LLC for the purpose of providing a Field Training model for new supervisors that incorporates adult learning theories and problem-based learning. This course will enable trainers to use these methods to develop new supervisors who will be competent in the areas of community policing, problem-solving, leadership, and conflict resolution.

COURSE OVERVIEW: The primary focus of the course will be to provide training officers with the specialized skills, knowledge, and abilities needed to train a new supervisor using the principles of this training model.

COURSE GOALS: The goals of this course are to:

  1. Discuss why field training for new supervisors is important and the requirements of that training.

  2. Engage in adult learning techniques.  Trainees apply the manual to their training within the PBL context: cooperative learning, group work, scenario-based exercises, and lecture formats.

  3. Study the Learning Matrix cells within the model and alter them, when appropriate to meet local agency needs.

  4. Engage in problem-based learning as a method to organize their study of both the matrix and the program’s evaluation models.

  5. Incorporate research on new education movements into their training plans, including research on PBL.

  6. Review the role of Learning Activity Packages in the PBL method.

  7. Practice using evaluation methods and forms during scenario-based and PBL training.

  8. Teach classmates relevant information on emotional intelligence, multiple intelligence, and conflict resolution for use in their training program.

  9. Design, create, and/or review Learning Matrix binders for supervisors.

  10. Discuss and design exercises for leadership development in new supervisors.

  11. Identify ways to mentor new supervisors on the responsibilities of supervision.