Chapter 2 38 For instance, one instructor explained that he switches between providing feedback during a training scenario and providing feedback after the scenario is over: “Sometimes in some trainings, you will stop and say, OK, look how you’re standing, guys. Is that OK? Or what’s a better way to stand? And then you go, OK, you stand there and go further. So, you’re teaching in the moment. That’s a way of teaching and sometimes you need that […]. And sometimes it’s better to let it go and then afterward say, OK, look what you did. What more do you see? Is there someplace better you can stand? And then they [can] think about it.” (I1) Repetition To ensure that trainees gain experiences in training and learn from situations in a safe, practical setting, instructors let trainees repeat a variety of training scenarios within a training session. For many of the interviewed training instructors (7), implementing repetition in the set-up of a training session is a staple part of their preparation. However, the opinions of instructors regarding the approach to repetition differ. For instance, one approach involves allowing trainees to repeat the same scenario to let them learn from their mistakes, while the other approach entails creating repetitions of slightly differing scenarios to provide new situations for trainees to solve. The former approach relates to a form of drill practice where trainees repeat the same task in the same setting until they are fully capable of solving the scenario. The approach of repeating the same scenario teaches trainees to apply a particular skill in a particular context. The latter approach—varying the environment and situation context of the scenario from one repetition to the next — allows trainees to explore solutions and make decisions regarding the use of the skill taught in the lesson. In conclusion, because the delivery of training is not as heavily regulated as the components and skills that need to be trained, a lot of variation in the didactical and methodological approaches to training exists across and within the interviewed law enforcement agencies. Due to the limited regulation of training delivery, instructors have more freedom to use their expertise and experience to design and deliver a training session. Although common practices such as linear approaches to training exist in the training programs of law enforcement agencies, instructors are still able to use their expertise to set-up and deliver a training that aligns most with their perspective on how learning takes place effectively.
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