Andragogical Instruction for Effective Police Training By Robert ...

not face changes and challenges unique to the police of those periods; the sophistication, however, of today's culturally diverse, fast-paced, ever-changing, technologically advanced, and globally influenced society calls for skill sets and competencies that are demonstrably different and more complex. Beyond the need for new proficiencies associated with technology, there are preeminent calls for competencies in areas such as critical thinking, problem solving, decision making, effective communication skills, and, generally, an ability to recognize and understand the multidimensional needs and demands of a diverse community. Even more recently, there is a heightened awareness and sensitivity to the role of emotional and social intelligence within policing (Goleman, 1997). Saville (2006) indicated that “many officers are just now appreciating how deeply the emotional intelligence competencies affect the police profession” (pp. 38–41). As Brewer and Wilson (1995) suggested, “human behavior is now a core component of police training,” and, as such, “it is imperative that police recognize that negotiation, conflict resolution, cultural awareness, and sensitivity are skills, which are more valuable than the weapons and powers we equip them with” (p. ix; italics original). Further, Champion and Hooper (2003) wrote that “police officers are continuously confronted with situations that require critical thinking,” which they defined as “the analysis of ideas in the process of solving a problem or formulating a belief.” They further contended that critical thinking “serves as an important prerequisite to developing the needed proficiencies in areas such as problem solving, creativity, empathy, and understanding community values” (p. 253). Indeed, the literature is replete with references to the importance of such skill sets and competencies as evidenced by statements such as the following: