The Police Training Officer program (PTO) is a post-academy training program created from the educational approach known as problem-based learning. Program development was funded by the United States Department of Justice Office of Community Oriented Policing Services[1] to train police recruits once they graduate from the police academy. It was initially developed to replace the 30-year-old Field Training Officer (FTO) program, which research surveys indicated had become incompatible with community based policing and problem solving. Show
The PTO Program was created by a team of police experts from the United States and Canada. The team was led by Reno Police Chief Jerry Hoover and included Deputy Chief Ron Glensor, Commander Steve Pitts, Officer Dave Ponte (Reno P.D.), police educator Gerry Cleveland and researcher Gregory Saville, former Canadian police officers. Cleveland and Saville designed and wrote the program with input from the team. The program was field tested for the first time in 2000 in the Reno Police Department, Reno, Nevada. It was later expanded into five other pilot police academies, through assistance of the Police Executive Research Forum and the COPS Office. Those agencies include Charlotte-Mecklenburg (North Carolina), Colorado Springs (Colorado), Richmond (California), Lowell (Massachusetts), and Savannah (Georgia). Through the Police Society for Problem Based Learning (www.pspbl.org) the model has been developed and employed in hundreds of departments in the U.S. and Canada. As of 2017 more than 200 police agencies have now successfully adopted the PTO program using problem based learning as the basis of recruit training, and Washington, California and Kentucky, South Dakota and most Canadian Provinces have begun adopting it across those regions A version of the PTO Program was reworked in 2003 by practitioners from Reno and organizations across the United States to better reflect the use of the model by some organizations. A 2nd generation of the PTO was sponsored and written by the Police Society for Problem Based Learning and authored by the original writers, Cleveland and Saville in 2015. (http://www.pspbl.org/) The authors introduced it at the annual meeting of pspbl.org and many agencies have upgraded their model from the original versions. The latest version incorporates 15 years of learning from the original agencies. Early Modifications - known as the Reno Model and others - differ from the original COPS product and the earlier San Jose Model FTO Program. The modifications focus less on adult learning, Emotional Intelligence and Problem based learning. The 2015 upgraded version (PTO v2 - distributed through the non-profit Police Society for Problem Based Learning and reworked by other agencies since the original national PTO model was designed to allow flexible tailoring by each agency. For example, this is the case in the Charlotte-Mecklenburg police, NC, the Folsom police, CA., and the Edmonton police, Alberta, Canada. Each year a number of these models are brought to the Conference of the Police Society for Problem Based Learning and fine tuned by educational experts, police practitioners and agencies from across North America. In 2003 Gerry Cleveland and Gregory Saville, while working for the US Department of Justice, brought versions of the PTO and Police Problem-Based Learning model to the national police academy of Mozambique, Africa, in an effort to tailor it to developing countries; In 2008 Cleveland and Saville brought the model to the middle east at a national police training facility in Qatar and also to the Australian police academy in Sydney and Perth. Jerry Hover worked in Sudan and Iraq for the US government after his retirement from Reno. Due to success of the program, a subsequent certification process was developed for police instructors called Police Problem Based Learning (PBL) for Instructor Development, also funded by the COPS office, the program led to the creation of the non-profit, non-affiliated Police Society for Problem Based Learning, an international organization of police instructors interested in improving all aspects of police education.[2] This article describes the development and implementation of the Police Training Officer (PTO) program within the Reno, Nevada Police Department (RPD) in 2001 offering a contemporary approach to postacademy recruit training. Abstract The innovative Police Training Officer (PTO) program is expanding into training academies and law enforcement agencies across the United States and Canada. Preliminary indications are that PTO trained officers enter the field with problem-solving skills rarely seen before at such an early point in law enforcement careers. In addition, PTO trained officers may possess greater leadership potential. It provides today’s officers with the necessary knowledge, skill, and abilities for protecting modern society. In 1999, the U.S. Department of Justice, Office of Community Oriented Policing Services provided grant funding for the Reno, Nevada Police Department (RPD) to study police training and develop a new post-academy training program; an enhancement to the outdated Field Training Officer (FTO) program. In 2001, the new PTO program was implemented and deployed within the RPD. Since this time, the program has been implemented in five other locations (Georgia, Massachusetts, Colorado, California, and North Carolina). The PTO program covers two primary training areas: substantive topics and core competencies. The four substantive topics, which define the key phases of training, are non-emergency incident response, emergency incident response, patrol activities, and criminal investigation. The 15 core competencies identified as essential include: police vehicle operations, conflict resolution, use of force, local procedures, policies, laws, and organizational philosophies, report writing, leadership, problem-solving skills, community-specific problems, cultural diversity and special needs groups, legal authority, individual rights, officer safety, communication skills, ethics, lifestyle stressors/self-awareness/regulation, learning activities, and evaluation activities. The PTO program contains eight phases: Orientation Phase, Integration Phase, Phase A, Phase B, midterm evaluation, Phase C, Phase D, and final evaluation. The RPD found the PTO approach to be highly adaptable and appropriate for training and evaluating personnel. Figure, notes What are police training officer programs centered around?The model is based on community policing and collaborative problem-solving principles. It addresses the traditional duties of policing, but in the context of specific neighborhood problems. This new model challenges recruits to think creatively and to use community resources to respond to crime and disorder.
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