Date

11-13-2024

Department

Helms School of Government

Degree

Doctor of Philosophy in Criminal Justice (PhD)

Chair

Colin B. Ashburn

Keywords

Scenario-based training, accelerated experience, police retention, lower liability

Disciplines

Education | Social and Behavioral Sciences

Abstract

The discovery of the value and obstacles of scenario-based training for law enforcement from a phenomenological perspective was pursued from a grounded theory. The lack of empirical data and research guided the use of the grounded theory methodology, which attempts through individual professional interviews to discover the values and obstacles of scenario-based training for law enforcement. Clarifications and comprehensive definitions of the constituent elements characterizing a scenario-based training methodology are presented while concurrently identifying the intricate interdependencies between its qualitative measurement and associated cost factors. The exploration of implementing scenario-based training was conducted through personal interviews of criminal justice practitioners with significant experience in leadership and training positions who were knowledgeable about the training challenges. The data collected from these practitioners were analyzed qualitatively, and themes and patterns from the transcribed interviews were identified. Participant responses to research questions upheld underlying assumptions that scenario-based training is preferred. Benefits such as knowledge retention and obstacles such as cost and time have been identified, preventing scenario-based training from becoming a primary learning methodology. It was discovered that further research is necessary to identify solutions to the obstacles identified in the study of scenario-based training in law enforcement.

Download

Share

COinS