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programs” (p. 282). Recognizing the importance of training content and delivery, Birzer and Tannehill (2001) wrote that “as we begin the 21st century, the need for more and improved police training is gathering increasing momentum. It is through training that change, protocol, and philosophy are first introduced to police personnel.” Hence, “the manner in which training is conducted can actually facilitate change and make learning a rewarding experience” (pp. 233–252). Considering the implications of what many argue is an obsolescent “traditional, pedagogical, military model” of training, Birzer and Tannehill suggested “there is absolutely no reason why training cannot become a positive and invigorating experience for police officers”; obviously, “if the police are to stay current with the trends taking shape in society, then so too must police training” (pp. 233–252).
Changes in Training Methodologies:
Traditional and Andragogical
As the changing needs and demands of society have given rise to the philosophy of community policing, they have also shaped concerns regarding the ways and means of training and educating today's police officers. Professional police trainers and academicians alike have called into question the applicability and efficacy of conventional police training practices, which have been characterized as traditional, militaristic, behavioral, or pedagogical in nature. Conser and Russell (2000), addressing the changing scene of police training, acknowledged that “even though there is consensus on the need for training, there are many issues and controversies about the amount, type, and format of training necessary for the modern officer” (p. 323). Conceptually,