Observational Behavior Assessment for Psychological Competencies in Police Officers: A Proposed Methodology for Instrument Development

Koedijk, Matthijs; Renden, Peter G.; Oudejans, Raôul R. D.; Kleygrewe, Lisanne; Hutter, Vana

doi:10.3389/fpsyg.2021.589258

Cited by 13 publications

(6 citation statements)

References 56 publications

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“…For instance, when failing the physical competency test, there are no consequences for officers of one law enforcement agency. Further, the assessments in place are rarely representative of the on-duty work that police officers perform ( Lonsway, 2003 ; Tipton et al, 2013 ; Petersen et al, 2016 ; Koedijk et al, 2021 ). Similar to the modular, segmented structure of training components in the training curricula, currently applied assessment and testing methods evaluate isolated skills such as static shooting on the shooting range or self-defense technique evaluations.…”

Section: Discussionmentioning

confidence: 99%

Police Training in Practice: Organization and Delivery According to European Law Enforcement Agencies

et al. 2022

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Police training plays a crucial role in the development of police officers. Because the training of police officers combines various educational components and is governed by organizational guidelines, police training is a complex, multifaceted topic. The current study investigates training at six European law enforcement agencies and aims to identify strengths and challenges of current training organization and practice. We interviewed a total of 16 police instructors and seven police coordinators with conceptual training tasks. A thematic analysis (Braun and Clarke, 2006; Terry et al., 2017) was conducted and results organized in the two main themes evident across all six law enforcement agencies: organization of training and delivery of training. Results show that governmental structures and police executive boards are seen as the primary authorities that define the training framework in which police instructors operate. These administrative structures regulate distant and immediate resources, such as available training time, training facilities, equipment, and personnel. Within the confines of available resources and predetermined training frameworks, results indicate that police instructors thoroughly enjoy teaching, creating supportive and motivating learning environments, and applying their personal learning perspectives to training. Nonetheless, police instructors are critical of the level of training they are able to achieve with the available resources.

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Section: Discussionmentioning

confidence: 99%

Police Training in Practice: Organization and Delivery According to European Law Enforcement Agencies

et al. 2022

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“…Future research should continue to validate the psychometric properties and validity of measures of implicit bias, including the IAT, as well as measures of police “performance” broadly defined (Huhta et al, 2021; Jenkins et al, 2020; Koedijk et al, 2021). By developing more precise metrics of implicit attitudes, nonvisible cognitive skills, and overt behaviours, research can better inform evidence-based policy surrounding training and evaluation for police and other professionals.…”

Section: Principle Findings and Interpretations Of Andersen Et Al (2023)mentioning

confidence: 99%

“…Andersen and colleagues are no strangers to critiquing police training and assessment practices based on continually emerging applied research evidence (for reviews, see Andersen et al, 2017;Di Nota, Arpaia, et al, 2021;Di Nota, Chan, et al, 2021;Di Nota, Stoyko, et al, 2021). Despite the identified limitations of current practices, we maintain that the empirical and systematic evaluation of these practices is the way to generate the evidence base to improve them (Jenkins et al, 2020;Koedijk et al, 2021). In experimental contexts where different conditions are being tested (e.g., responding to a Black vs. White suspect), in-person reality-based simulations are currently the most ecologically valid method for evaluating naturalistic police decision-making and behaviour.…”

mentioning

confidence: 99%

Reducing racial bias and lethal force among Canadian police officers: Concrete recommendations for change.

Andersen¹,

Nota²,

Boychuk³

et al. 2023

Canadian Journal of Behavioural Science / Revue canadienne des

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Population data reveal that Black individuals are more often arrested, charged, shot, and killed by police in Canada than White individuals. Given the traumatic effects of police lethal force, there are urgent calls to understand the potential causes of observed racial disparities and develop interventions to effectively reduce lethal force errors overall, especially among disproportionately affected communities. Expanding on prior lab-based studies, Andersen et al. (2023) observed anti-Black bias in a sample (n = 187) of Canadian police officers during their annual requalification assessments. The absolute frequency of lethal force errors was greater in simulations featuring a Black suspect and scores on the Implicit Association Test (IAT) indicated anti-Black bias. However, racially biased behaviour was not predicted by IAT scores, highlighting the need to revisit how police performance and implicit attitudes are measured. Andersen et al. also debunk the concerning and erroneous claim in U.S.-based research literature of an anti-White bias in police lethal force. The current article is a response to a commentary by Williams et al. (2023) who mischaracterize the principal findings in Andersen et al. and use factually inaccurate information in an attempt to discredit the study and research team. We call for improved professionalism and accuracy both in composing commentary articles and in the peer review process that approves them for publication. Drawn directly from empirical data and supported by current literature (Hagiwara et al., 2020), we conclude with actionable, evidence-based recommendations to reduce lethal force errors, racial disparities, and racial biases.

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“…One way to approach this development of specific attributes and skills is to categorize them broadly into competencies. Competencies are the clusters of related behaviors (Lombardo & Eichinger, 2009) which stem from the knowledge and skills that drive behavior (Koedijk et al, 2021). Interest in developing competencies has a long history as an approach to leader and leadership development (e.g., Boyatzis, 1982;Lombardo & Eichinger, 2009;McClelland, 1973;Peterson & Seligman, 2004).…”

Section: Leader Developmentmentioning

confidence: 99%

A Strategic Organizational Approach to Developing Leadership Developers

Luning

Ledford

Norton

2022

JCLD

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In leadership development, the emphasis is often on the direct development of the individual, focusing on the individual’s development as a leader or on skills to deal with the process of leadership. However, less attention is paid to developing those that develop the leaders—the leadership developers. This article provides two frameworks to consider in developing leaders through a layered approach focused on leadership developers rather than simply those that are being developed. The first framework highlights the levels of leadership development within an organization: the emerging leaders, those that develop the leaders—leadership developers, and those that develop the leadership developers—leadership tutors. All levels require cognitive understanding of the necessary leadership concepts—knowing, behavioral patterns that foster success—doing, and cultivation of affective qualities of “being a leader.” The article highlights how the experiential learning cycle serves as a foundation for both leader and leadership development as it enables emerging leaders to grow in the domains of knowing, doing, and being a leader and gaining leadership skills. The article further highlights how leadership developers support the development of emerging leaders by actively engaging the experiential leader cycle. The second framework links the experiential learning cycle with a deliberately developmental organization focused on continued growth of those within the organization relative to core leader and leadership competencies. The deliberately developmental leadership organization utilizes principles embedded into the culture of the organization, practices enacted by all in the organization, and community to robustly form successful leaders.

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Observational Behavior Assessment for Psychological Competencies in Police Officers: A Proposed Methodology for Instrument Development

Cited by 13 publications

References 56 publications

Police Training in Practice: Organization and Delivery According to European Law Enforcement Agencies

Police Training in Practice: Organization and Delivery According to European Law Enforcement Agencies

Reducing racial bias and lethal force among Canadian police officers: Concrete recommendations for change.

A Strategic Organizational Approach to Developing Leadership Developers

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