1. A ROADMAP FOR EDUCATION AND TRAINING By Mr. Jürgen Reimann, DCAF

2. General Learning (value oriented) is a precondition for education Learning, training and education depend on each other The goal of our society (professional training included) must be education. Training and learning- a lifetime investment. Training and Learning admit professional performance in all relevant job functions, particularly within the police force Police officers of all levels are responsible for their way of acting from the very beginning Conclusion: Education is what remains after what has been learnt has been forgotten.

3. What do we expect? Outcomes upon successful completion of a training programme: Describe contemporary behaviour concepts that account for the influence of variables in police relevant situations; Explain behaviours of people in general and perpetrators during law enforcement; Apply standardized concept(s) / rules of behaviour to counter police relevant situations Evaluate failures during officer’s own way of acting and the one of other colleague’s in action. Apply knowledge about individual social and organisational misbehaviour and/or influences on ethical behaviour and moral development to establish/ maintain a sound corporate identity in the officer’s organisation; Communicate effectively to/among citizens and colleagues.

4. Guiding Principles « Praise makes good police officers better and bad ones worse » Training, learning and planning and development of educational principles must respect its individual leadership as well as the organisation and its structure; Education and Training deserve appreciation and rewards; misbehaviour deserves correction; No course without marks and, following the hierarchical system, without chances for the (personal) career; No career (i.e. promotion) without function-related qualification

5. Guiding Principles The right person in the right place Education and training is dedicated to people who take responsibility and, with self commitment, serve the citizens. Police Force should, therefore avoid miscasting, especially for leadership positions Training and Education should ensure: - Internal work motivation - Quality of work performance - Satisfaction with the work - Low absenteeism and turnover

6. Guiding Principles Training and Education must lead to the following core dimension and up to date knowledge: - Skill variety - Task identification - Task significance - Functional and personal autonomy - Feedback Finally, the trainee must be able to: - combine tasks - forming natural work units - establishing citizen relationship - team work

7. Guiding Principles All Curricula should contain elements vital for the expected outcome, i.e. Leadership, to become a reality. 1. Professional Competence Permanent update of knowledge Capability to set priorities Expression of integral thinking Capability and readiness to make decisions Certainty in the use of uniform technical language Application of the learned in real-life situations

8. Guiding Principles 2. Personal Competence Positive intrinsic values Openness Emotional and physical capacities Intellectual and physical performance Role model behaviour Reflection of own behaviour (strengths, weaknesses, self- perception, control over emotions, learning to deal with prejudices, tolerance, conflict management and more)

9. Guiding Principles 3. Social Competence Acknoweldgement of performance and competence of others Ability to integrate others Team Capability Capability to Co-operate

10. Guiding Principles 4. Inter-cultural competence Knowledge of other cultures and cultural standards Recognize stereotypes and prejudices and ability to combat them Recognize situations of cultural overlapping Respect of other cultures