Division of Women and Criminal Justice
Book Review
Submitted by Dr. Gina Robertiello, Seton Hall University, Dept. of Criminal Justice

Critical Issues in Police Training by M.R. Haberfeld
Prentice Hall, NJ (2002) 320 pages

Critical Issues in Police Training: A Review

When evaluating Maki Haberfeld's book on police training, I expected an ordinary text on successful and unsuccessful modules of the past and present. I was instead, pleasantly surprised by the light and easy style of the text. There were the typical "models and modules," but mixed in were interesting stories and real examples. The author also conducted an in-depth analysis of many programs, making informed suggestions for the success of future programs. The book is a quick read for sophomore and junior undergraduates in a general Police course or an upper level Police Management course.

The book is broken down into 15 chapters, beginning with the obligatory Historical Overview of what people want and what can be done to prepare law enforcement personnel for their everyday tasks. In addition, Haberfeld discusses the characteristics that August Vollmer claimed the public expected of police officers. Her most important theme is the concept of proactive training. Chapter two continues to examine the history of policing, offering important definitions in plain language. In chapter three, Haberfeld offers a conceptual framework from materials gathered from police departments around the country. Each offers helpful tips or information on approaches used successfully and why. The advantages and disadvantages of training versus education are covered in depth as well as models merging the two concepts.

In chapter four, Academy Training types, requirements, shortfalls and ideal models are discussed. Chapter five focuses on Field Training Officer programs and the key to their success. This chapter serves as a follow-up from the preceding chapter, which focused on differences in academy training. Here, the focus is on merging theory with practice. A smooth transition is made to chapter six to those responsible for Training and Education of law enforcement personnel. The problems associated with identifying qualified instructors and ideas for improving the teaching ability of instructors are analyzed.

Chapter seven considers alternative approaches to Stress Management Training. Haberfeld introduces an addition to Maslow's (1970) Theory of Need, incorporating her own term (communication needs), into the mix. She concludes that training solutions are often misguided and suggests that definitions be expanded. In chapter eight, law enforcement Leadership Training is studied. The author concludes that training in leadership skills starts too late and focuses on traditional reactive skills rather than proactive training. She reviews a list of ideal traits law enforcement leaders should have and the problems in meeting these qualifications. Examples of course content and models for new attitudes on leadership are suggested.

The focus of chapter nine is on expectations associated with Community Policing, its origins, as well as a new model to improve COP training. Chapter ten inspects issues and problems surrounding Cultural Diversity Training and lists some interesting topics that should be covered, but often are not. A broad range of new objectives are tested and instructional models are suggested. Chapter eleven researches the goal of Specialization in policing and its problems. Haberfeld finds that although specialization indicates status, it often causes friction between units and hampers the development of a well-rounded police program. However, she still concludes that specialized training is necessary.

Chapter twelve highlights problems inherent in Supervisory Training and introduces programs that should be modeled. In this chapter, as in all of the others, Haberfeld discusses the "pros and cons" of an idea, brings in an example or creates a module. From this chapter in particular, she demonstrates that management training is important for effective management. However, she claims that there is no centralized control over advanced police training, and most programs lack consistency. In chapter thirteen, Haberfeld makes an interesting comparison between the behavior of police officers and medical doctors, testing the term "liability." Different types of police officer liability are then discussed and case examples are presented. She suggests standards to minimize negligent training claims and confirms that proactive training models are necessary to decrease that potential liability.

Chapter fourteen offers a Comparative perspective, by evaluating police training in other countries. The chapter demonstrates that the duration of training is much longer than that offered in the U.S., and, expectations from graduates upon completion of training, is much higher. In chapter fifteen, the Future is examined. There is a focus on consistency. Haberfeld convincingly concludes that basic professional standards are necessary and offers an interesting discussion of environmental factors that may affect police officer work performance.

Overall, I highly recommend Dr. Haberfeld's book for students and practitioners alike. The language is clear and examples are used to verify findings and/or support suggestions. Haberfeld did extensive research on programs throughout the country to create a well-balanced presentation of her findings.

Maslow, A.H. (1970). Motivation and Personality, 2nd edition. New York: Harper and Brothers.