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1
Turnley, Jennifer Anne. "Education and Training of Specialist Sexual Offence Investigators in Victoria, Australia from 2009 to 2011." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1481.
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The topic of training specifically designed for investigators of sexual offences has received little attention from academic researchers to date. Previous studies have not described training provided to police investigators of sexual offences in Australia. This thesis developed Turnley’s Framework for the Examination of Police Training in Sexual Assault Investigation, to examine and describe a Sexual Offences and Child Abuse Investigative Teams (SOCIT) Course, provided to Victorian Police from 2009 to 2011. This entailed triangulation of findings from non-participant observations of one SOCIT Course, with quantitative and qualitative data sourced though an in-depth interview with course trainers; feedback sheets voluntarily completed by trainees who undertook the course and responses from an online survey of 44 police who completed a course between 2009 and 2011. A description of the course design, resourcing, content, delivery, individual and organisational outcomes are presented as findings. Trainees reported the SOCIT course to be highly relevant for the work of specialist sexual assault investigators, with 80% of survey respondents self-reporting a change in their attitudes towards victims of sexual offences as a result of the SOCIT training. Despite these self-reports, findings from the survey indicate the maintenance of negative attitudes by some police in relation victims. The findings of this thesis concur and support findings of the Policing Just Outcomes Project with regard to the need for police to focus on, and refine the process of selection and recruitment, for this specialised area of police work.
2
Lee, Kwan Tat. "Training by objectives in a disciplined service (police)." Thesis, University of Macau, 1988. http://umaclib3.umac.mo/record=b1636953.
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Parish, Rodney L. "Online In-Service Training versus Traditional Training for Arizona Police Officers." Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979089.
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Arizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department’s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training.
The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course.
The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.
4
To, Chun-wai Clarence. "Designing institutional arrangements for the delivery of training in the HKSAR Government." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36536684.
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Gillies, Donald Robert. "Perception of change in education, training and development in the NSW Royal Police Service, post the Wood Royal Commission /." Electronic version, 2005. http://adt.lib.uts.edu.au/public/adt-NTSM20060822.160739/index.html.
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Meaklim, Timothy Paul. "The costs and benefits of training within the police service in Northern Ireland." Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252560.
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Coetzee, Colette Dolores. "An explorative study of the training needs of investigating officers interviewing young victims of sexual abuse /." Link to the online version, 2005. http://hdl.handle.net/10019/997.
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Zengin, Selcuk O'Connor Brian C. "E-learning and in-service training an exploration of the beliefs and practices of trainers and trainees in the Turkish National Police /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3895.
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Zengin, Cevdet. "The effectiveness of the in-service training function in the Turkish National police : A baseline assessment." Thesis, University of Portsmouth, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516803.
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Clements, Philip. "What does 'good' equal opportunities training look like? A model of fair treatment training in the police service derived from the experience of police officers and civil staff engaged in training design and delivery." Thesis, Brunel University, 2000. http://bura.brunel.ac.uk/handle/2438/4926.
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'Equal Opportunities' (EO) in this research is taken as an umbrella term to encompass all forms of training in fair treatment issues including Community and Race Relations. The literature reveals that training police officers in EO issues falls short of what is needed and yet little research has been done into how trainers and learners engage with the content of EO training. A measure of the importance attached to this area of research lies in the fact that in April 1999 this project attracted Home Office Police Research Award Scheme funding. Police training in EO was examined from the point of view of the trainers who engage in it by exploring their experience. The consistent theme and the core question "what does good EO training look like?" had the object of constructing a model of good EO training where "good" has been defined out of the trainers' own expenence. Thirty interviews were conducted using well established phenomenographic principles to explore the experience of those engaged in the design or delivery of EO training for police officers. For the subsequent qualitative analysis of the data an approach similar to grounded theory was used. The results demonstrate that good EO training has four elements expressed in terms of its objects, the act of engaging in EO training, the process, and issues surrounding the skills and attributes required of trainers engaging in its delivery. Each of the elements had a number of component themes that were also used in the construction of the model. A key finding, consistent with other studies, was that learners and trainers alike may selectively emphasise or focus on a particular part of the model, and, in doing so, will inhibit the effectiveness of both the learning and the training.
11
Coplen, Chris Rolland. "Emergency medical service training for California peace officers." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/438.
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Gossmann, Leon Ludwig. "Basic training in the South African police service : determining the perceptions of policing skills of entry-level constables." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/50691.
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Thesis (MPA)--Stellenbosch University, 2007.ENGLISH ABSTRACT: The focus of this study is to determine the perception of entry-level constables, field training officers and supervisors with regard to the level of competencies in the condensed Police Basic Training Programme. The research was done in the Pretoria area, which consisted oftwenty-one stations and the Pretoria West Basic Training College. The entry-level constable should complete both the college phase and the field training phase to be declared competent. The entry-level constable completed a questionnaire after completion of the college training and completed a second questionnaire after completion of the field training. The sample group consisted of a convenience group based in the Pretoria area representing the majority of the stations in the area. The supervisors of the entry-level constables were also requested to complete a similar questionnaire. The researcher interviewed the field training officers and mentors by means of a semistructured questionnaire. The entry-level constables were questioned on thirty-seven competencies during both the college and field training. Some competencies included were basic, whilst the other were classified as complex competencies. The duration of the college training and the field training were each four months. The entry-level constables were taught on various subjects in academics that included Law, Elements of a crime, Specific crimes, Statutory and Common Law, Communication, Detention and Law of evidence. Other areas of training were Musketry, Drill and Physical training.
AFRIKAANSE OPSOMMING: Die fokus van hierdie studie is om die persepsie van intree-vlak konstabels, veldopleidingsbeamptes en toesighouers te bepaal aangaande die vlak van bevoegdhede in die gekondenseerde Polisie Basiese Opleidingsprogram. Hierdie navorsing is in die Pretoria-area voltooi, en sluit 21 stasies asook die Pretoria-Wes Basiese Opleidingskollege in. Die intree-vlak konstabel moes beide die kollege- en die veldopleidingsfase voltooi het om bevoegd verklaar te word. Die intree-vlak konstabel het 'n vraelys voltooi na die voltooiing van beide die fases van opleiding. Die proefgroep het uit 'n geskiktheidsgroep bestaan wat in die Pretoria-area gestasioneer is en verteenwoordig die oorgrote meerderheid van die stasies in die area. Die toesighouers oor die intree-vlak konstabels is ook versoek om 'n vraelys te voltooi. Die navorser het onderhoude gevoer met die veldopleidingsbeamptes en mentors met behulp van semigestruktureerde vraelyste. Die vraelys het 37 bevoegdhede van die intree-vlak konstabels getoets wat hulle tydens beide hul kollege- en veldopleiding aangeleer het. Sommige van hierdie bevoegdhede was basies terwyl ander as komplekse bevoegdhede geklassifiseer is. Die tydsduur van die kollege- en veldopleiding was vier maande elk. Die intree-vlak konstabels het opleiding in verskeie vakke ontvang insluitende Regte, Elemente van 'n oortreding, Spesifieke oortredings, Landswette en Gemene reg, Kommunikasie, Aanhouding en Regte van bewyse. Ander areas van opleiding sluit in skietkuns, driloefeninge en fisieke opleiding.
13
Ketel, Belinda. "Management capacity-building in the South African Police Service at station level /." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1079.
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Allan, Myrna. "Is professional development a solitary or a collegial experience?" Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1114.
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There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontological research investigated the influence of the community of practice in signifying professional development of teachers' professional identity formation. It is a proximal influence that has been largely neglected in the literature on professional development. The case studies conducted here of science teachers in a rural secondary school initially assumed that certain types of autonomy and collegiality, together with differing workplace conditions have a more positive influence on teachers' professional development than others. The use of teacher portfolios in professional development reporting was investigated as institutional scaffolding for facilitating the sharing of insights from often remote professional development experiences, and as a means of improving communication within the science department.Positioning theory, as a tool in discursive psychology, was used to analyse professional development experiences as narrated by four colleagues in conversations with the author.
15
McPhee, Joan Melville, and joanmphe@vicnet net au. "Making a Difference? Exploring the impact of privately owned Registered Training Organisations in the Victorian VET system." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090407.101914.
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This research investigates how the nature and scope of vocational education and training (VET) in Victoria has changed as a result of legislation passed in 1990 to enable privately owned Registered Training Organisations (RTOs) to provide government accredited training. An interpretive paradigm and multiple data gathering techniques have been applied. These included the examination of primary historical and economic documents which demonstrated why the VET system changed in Australia and quantifiable statistics which illustrated how the system changed over the period covered; from 1990/1 to 2002/3. Semi-structured interviews with a purposeful sample of 21 RTOs assisted in exploring the impact of the entry of privately owned RTOs into the Victorian training market. The wide experience and in-depth knowledge of the VET sector by the researcher acted as an underpinning device. The evidence from my interviews illustrated how the privately owned RTOs in my sample provided relevant, customised and contextualised training, differentiated their services to ensure they met client needs, responded rapidly to changes in demand and exhibited considerable adaptability in their arrangements for training delivery. This adaptability extended, amongst other things, to the location, timing and mode of delivery. It became apparent that the increased diversity found, had unintended consequences. These included an increase in the perceived complexity of the VET sector for those working within it and adversely affecting the extent to which national consistency has been achieved.
16
Zengin, Selcuk. "E-Learning and In-Service Training: An Exploration of the Beliefs and Practices of Trainers and Trainees in the Turkish National Police." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3895/.
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This targeted research study, carried out by an officer of the Turkish National Police (TNP), investigated the perceptions and beliefs of TNP trainers and trainees towards the potential adoption and implementation of e-learning technology for in-service police training. Utilizing diffusion and innovation theory (DOI) (Rogers, 1995) and the conceptual technology integration process model (CTIM) (Nicolle, 2005), two different surveys were administered; one to the trainers and one to the trainees. The factor analyses revealed three shared trainer and trainee perceptions: A positive perception towards e-learning, personally and for the TNP; a belief in the importance of administrative support for e-learning integration; and the belief in importance of appropriate resources to facilitate integration and maintain implementation. Three major recommendations were made for the TNP. First, the research findings could be used as a road map by the TNP Education Department to provide a more flexible system to disseminate in-service training information. The second is to establish two-way channels of communication between the administration and the TNP personnel to efficiently operationalize the adoption and integration of e-learning technology. The third is the administrative provision of necessary hardware, software, and technical support.
17
Adams, Leinadu. "An investigation of the attitudes of South African Police Service management with respect to the viability of computer-assisted training in the Eastern Cape Province." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1410.
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The South African Police Service (SAPS) as a constituent part of the public service was established to deliver a specific category of services to the public. These services have to conform to requirements that are prescribed by various legislative provisions to promote effective and efficient delivery of public services. The implications of these provisions that are pursued by the study firstly, refer to the emphasis of government on the enhancement of public service delivery, with due consideration given to cost effectiveness and efficiency. Secondly, it refers to government's realisation of the important impact of education, development and training (EDT) on the competency of public service officials with an emphasis on the utilisation of information technology to enhance the effectiveness of EDT. Consequently, the study explores the viability of the utilisation of information technology as a measure to assist EDT interventions within the SAPS of the Eastern Cape Province to equip members of the institution to better fulfil their functions and duties. In this respect the study commenced to ascertain the levels of computer literacy of role-players, access to the appropriate facilities and what the general attitude in the organisation would be towards the utilisation of such an intervention. It was found that the computer literacy levels of role-players may be perceived as a problematic issue in this regard. However, access to suitable facilities was found to be more than sufficient for this intention. Furthermore, role-players agreed that information technology could be optimally applied in the EC SAPS for the mentioned use, thereby portraying an optimistic attitude towards the use thereof to harmonise EDT in the SAPS. The aim of the study has been to develop a model that will incorporate the use of information technology, given the strengths and weaknesses of the SAPS to enhance EDT and learning in the organization.
18
Coetzee, Colette. "An explorative study of the training needs of investigating officers interviewing young victims of sexual abuse." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/3315.
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Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2005.There is deep concern nationally and internationally about the increasing numbers of sexual offences against children. South Africa is one of the countries with a very high incidence of child sexual abuse. Child sexual abuse is very traumatic for most children: research reveals that the negative psychological impact of child sexual abuse persists over time and even into adulthood. Disclosure of sexual abuse is often very traumatic for the victim and the response of the investigation officer is crucial as inappropriate responses to disclosure can inhibit the child's healing process, jeopardize the subsequent legal proceedings and expose the child to secondary traumatisation. This study explores the training needs of investigating officers of the South African Police Services with regard to interviewing young victims of sexual abuse. The rationale would be that if investigating officers were adequately trained in interviewing sexually abused children the trauma will be lessened for the child victim and their families. A qualitative study was conducted. Two groups of participants were used in the study: Investigating officers working for the SA Police Service and social workers working for various non-governmental organizations. Participants were purposefully selected. Data were produced by the use of questionnaires and interviews semi-structured. The interviews were analysed thematically. The seven themes that emerged from the data analysis were: reporting of sexual abuse, investigation of sexual abuse, knowledge of sexual abuse, practical skills, attitudes of investigating officers, children with disabilities and support for investigating officers. The data from the questionnaires were also analysed quantitatively. The findings from the study indicate that investigating officers need more in-depth and extensive training on how to interview sexually abused children.
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Kosor, Renee. "Testing a Psychological Readiness Training Intervention on PTSD, Depression, Anxiety, & Stress in First Responders." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3303.
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Exposure to traumatic events is rare for the general public but common for first responders. However, there is little proactive emotional health care occurring inside the first responder community. No preventive treatment for depression, anxiety, stress, and PTSD exists. The purpose of this study was to determine the efficacy of a psychological readiness training intervention on 361 police officers and firefighters in a medium-size Midwestern city. A combined positive psychological capital and cognitive behavior therapy approach was used to frame the study. This study used a pretest, posttest quasi-experimental design. The participants were a convenience sample of 119 volunteers from a population of 361 first responders. The participants were first administered pretests using the DASS-21 and the Civilian PTSD Self-Report Scale which measured depression, anxiety, stress, and posttraumatic stress. They were then exposed to the psychological readiness training (PRT) intervention, after which the same posttests measuring depression, anxiety, stress, and posttraumatic stress were again administered. T-test results indicated a significant decrease in all 4 symptom categories post training intervention. Implications include providing first responders with the tools needed to process traumatic events to maintain mental health throughout their careers.
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何志黎. "The needs assessment of police officers’ in-service training—Taking 2008 police in-service training programs for example." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/32731586262596462702.
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碩士國立政治大學
行政管理碩士學程
98
Education and training is a crucial part of the development of organizational manpower resources. It is likewise for police education. Assessment of educational needs is the key to success of educational implementation. Using data derived from surveys conducted with trainees of the 2008 police in-service training program, this study examined the expectations and needs of those trainees. It aimed to provide implications to improve the quality of educational training and enhance officers’ willingness to participate in this training program. This study adopted a survey format. Results of pre- and formal tests were analyzed with SPSS version 12 (a statistical software package). In the aspect of program planning, the following suggestions are proposed: (1) re-arrangement of training program; (2) intensification of selection of instructors and enhancement of instructional paradigm and materials; (3) provision of support from supervisors and colleagues; (4) consideration of officers’ financial needs; (5) consideration of completion of this in-service training as a possible factor for career advancement and promotion. In the respect of training needs for trainees, enhancement of professional knowledge and skills was found to be the most important. In addition, quality of life, career advancement, and self-growth are also vital to trainees. Key words: police officers; in-service training; training planning; assessment of training needs
21
Shen, Ming-Chang, and 沈明昌. "The Evaluation of Police Officers’ In-Service Training." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/92397396061122322533.
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Wu, Szuchien Sofia, and 吳斯茜. "Planning a In-service Police Training System with Multiple Perspectives." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/53585090679095295493.
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碩士淡江大學
教育科技學系
88
Under the crisis of worsening public security, it is a time of evolution for police organizations. Because that the police plays a critical role on crime prevention, therefore, fostering a high quality police to avoid paralyzing of public security system is the first thing should be done. However, the current in-service training faces severe challenge in the rapidly changing society of Taiwan. To reengineer the police in-service training is a must. The purpose of this study is to provide systemic perspectives on planning police in-service training. The researcher used focus-group interviews, questionnaires, and documentation reviews to collect information about needs of organization, job, staff and resource. The conclusions are as follows, 1. Organization (1) Police administers lack knowledge on human resource. (2) Training executives lack professional knowledge on police training. (3) Misconception of police training exists in police organization. 2. Job (1) There is no job specification on police''s duties and performance. (2) The content of training programs cannot meet the needs of real job. (3) Detecting crimes is the focus of police. 3. Staff (1) High degree of homogeneity was found among the human subjects in different kinds of questions. (2) High demands on professional knowledge and skills across different service years of police. (3) The computer literacy among those police is still in its infant stage. 4. Resource (1) There is no appropriate communication channel within the police organization. (2) Incentives for training are missing in every aspects. (3) Training opportunity is not enough for all police. (4) Lecturing is the only and bored teaching method.
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"Perception of Change in Education, Training and Development in the NSW Police Service, Post the Wood Royal Commission." University of Technology, Sydney. Faculty of Education, 2005. http://hdl.handle.net/2100/298.
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This study examined the perception held by members of the NSW Police Service as to the effectiveness of changes made to education, training and development, post the recommendations made by the Wood Royal Commission in 1997. The Commission report highlighted a number of important education, training and development issues. The literature on policing indicated that police jurisdictions have a need to both anticipate and respond to changes and events occurring in the communities they serve. This study thus examined both the general and police literature covering change, culture, management and leadership, professionalisation and the main education, training and development topics that were included in the Commission report. An historical scan of developments within the NSW Police Service was also made. The study basically adopted an empirical, quantitative research methodology, supplemented by qualitative statements made by participants during discussion sessions. Two separate questionnaires were developed: one for respondents in the broader NSW Police Service (one city and one rural region), and the other for sworn officers and academic staff at the NSW Police Academy. The Service questionnaire addressed participant perception of the effectiveness or otherwise, of changes made in relevant aspects of individual, team and organisational learning. Opportunity was also taken to analyse responses to the Service questionnaire, based on a range of selected demographic characteristics. The Academy questionnaire addressed the perceptions held about the effectiveness or otherwise, of changes made in general learning issues, curriculum development, course delivery and the evaluation of training. An analysis of combined responses to like questions in both the Service and Academy questionnaires was also made. Both Pre and Post Royal Commission perceptions, as recorded on a five point Likert scale were collected. From the resulting mean difference scores potential change in the respondent's perception of the effectiveness of the changes made were determined. The findings indicated that respondents perceived some improvement in the effectiveness of education, training and development Post the Wood Royal Commission. There were some important findings related to: (a) perceived differences between the formal Academy recruit training and probationer practicum or field training; (b) the need for 'Professionalisation' Vs 'Craft' training; (c) leadership role models of learning and the creation of a learning culture and climate; (d) the role of knowledge management in intelligence-led and evidence-based policing; (e) the use of information technology and distance learning strategies; (f) the development of reflective practice and the gaining of lessons learnt from experience; (g) the provision of leadership development; (h) support for continuing professional development, as a part of fostering self-managed lifelong learning and, (i) the consistent Quality Assurance review of both the course curriculum and evaluation of training effectiveness at the Academy. The findings have possible implications for practice and further research in the NSW Police.
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Manana, S. J. "An exploratory study on views of station commissioners and trainees in the Pretoria area on training methods used in the South African Police Service." Thesis, 2002. http://hdl.handle.net/10413/4538.
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This study explores the views of managers of Police Stations and trainees in one of
forty-two (42) Policing Areas in the South African Police Service. It probes the
feelings of the managers (herein referred to as Station Commissioners) and trainees
regarding training methods used during In-service training.
The study starts by analysing the environment in which the SAPS operates. The
Management Problem identified is the lack of transfer of training at station level. This
problem exists in the SAPS at the time when it grapples with transforming from a
militaristic form to a service organisation. It is the time when the organization's
training interventions are very critical for their members to providing better service.
In finding out the views of Station Commissioners and trainees, a communication
survey was conducted in all police stations found in the Pretoria Area. A
questionnaire was administered to two groups from this Area. One was a group of
Station Commissioners and the other made of trainees that attended training
programmes at least twelve months before the survey.
The questionnaire consisted of instruments probing views on off-the-job training and
on-the-job-training methods as well as organisational climate instrument. The
organizational climate instrument was a modified version of Likert & Likert (1976)
scale.
The trainees and Station Commissioners positively viewed goal setting and decision-making
at these police stations. Leadership, motivation and communication were the
dimensions of organisational climate that need improvement or reinforcement.
Both methods of training, that is off- and on-the-job, were deemed necessary in the
SAPS. The act of travelling long distances before the training was identified as a
problem for off-the-job training. It was also highlighted that both methods are
necessary for all members regardless of their level of skills or position.Thesis (MBA)-University of Natal, Durban, 2002.
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Van, Eeden Paulus Dirk. "An evaluation of learning programmes in the South African Police Service." Diss., 2015. http://hdl.handle.net/10500/19177.
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In this study, the transfer of learning criteria that can be implemented before, during and after a learning programme was investigated. The transfer of learning criteria was identified, after which the Station Management Learning Programme was evaluated to see whether transfer of learning criteria was used during the facilitation of the programme. The study population for the research was comprised of facilitators and station commanders, who facilitated and attended the Station Management Learning Programme in Gauteng as part of their development as Station Commanders. The study methodology involved qualitative and quantitative approaches to data collection, with questionnaires and one-on-one interviews. Descriptive statistics were produced and literature, questionnaires and interviews were examined to establish whether transfer of learning took place. The findings of the study reflect that various learning transfer strategies exist and that these can be used to transfer learning from the classroom to the work environment. The study concludes that a significant number of transfer of learning strategies are already implemented in the South African Police Service, in the presentation of the Station Management Learning Programme.Adult Basic Education (ABET)
M. Ed. (Adult Education)
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Modise, Motsamai John. "Improving the levels of professionalism of trainers within the South African Police Service." Thesis, 2017. http://hdl.handle.net/10500/25470.
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The study aimed to identify factors that cause unprofessional conduct among trainers at the training establishments in the Northern Cape Province of the South African Police Service. The researcher focused on the status of trainers in the SAPS and aimed to determine whether In-Service Education and Training can assist in enhancing trainers’ professional status. The aim of this study was to identify how the levels of trainer professionalism within the South African Police Service could be improved. The objectives of the study were to:
identify the expected levels of trainer professionalism within the South African Police Service
describe the current levels of trainer professionalism within the South African Police Service and
make recommendations for improving the levels of professionalism within the South African Police Service.
A literature review on adult learning, training and development, as well as SAPS professionalism, was conducted. The literature review subscribes to the premise that if effective facilitation methods are implemented in adult learning centres, the attempt to motivate adults to participate in learning programmes could be successful. The qualitative research methodology that was conducted involved both one-on-one and focus-group interviews with senior management, middle management and trainers. Three themes were identified from the research question and sub-questions of the study and are discussed in detail. After the empirical data were analysed, the results of the empirical evidence were interpreted. Findings revealed that there are trainers in the SAPS whose behaviour is severely lacking in professionalism. Trainers do not exhibit appropriate ethical conduct towards their adult learners and do not follow the code of conduct as prescribed for division training as is the norm. Finally, based on the research, both future studies and improved trainer professionalism programmes with specific reference to the SAPS are recommended.Educational Leadership and Management
D. Ed. (Educational Management)
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Modise, Motsamai John. "Key aspects of quality assurance in the teaching and training of the South African Police Service in the Northern Cape." Diss., 2010. http://hdl.handle.net/10500/4870.
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It is imperative to have quality assurance processes in place in division training to provide quality training to enable members of the South African Police Service (SAPS) to provide quality services to communities within their area of jurisdiction.
The aim of the study was to determine the presence of and the need for implementation of effective quality assurance processes in education and training in the South African Police Service (SAPS).
The concepts quality and quality assurance were explained in the literature review.
Questionnaires were completed by the trainers in the South African Police Service (SAPS) at various training centers in the Northern Cape Province.
The researcher advocates to promote and enhance quality assurance in education and training programmes in the South African Police Service (SAPS). Therefore, it is recommended that quality assurance programmes be introduced based on total quality management system for continuous improvement which can provide any training programme with a set of “tools” to meet and exceed the present needs and expectations of the adult learners in the South African Police Service (SAPS) context.Teacher Education
M. Ed. (Education Management)
28
Schwartz, Gerrit Jacobus. "Workplace learning in the South African Police Service (SAPS) : themes and perspectives in teaching research methodology module." Thesis, 2016. http://hdl.handle.net/10500/21924.
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This study captures the transformation of a research methodology module and the workplace learning resulting from teaching research to senior police officers. Using ethnography, the study explores the initial development and transformation of the research module content and the ways in which the police trainers developed their practices to teach research methodology in the regulated police work environment. Through interviews, observations, document analyses and an ethnographic essay, the researcher uncovers the experiences and construction of knowledge at a SAPS Academy where research was taught and in the workplace during the ensuing experiential learning. The study revealed how the research module evolved through compensations made for shortcomings in the initial design. This was done by addressing changing organisational expectations and responding to specific needs of the adult learners. The trainers subsequently adapted their teaching approaches to cater for the specific needs of the learners and the organisation. At the same time, they also protected the reputation of the organisation and the integrity of the research module. The findings indicate that informal learning, constructed unintentionally, was more prominent in the workplace than the intended development of research skills. Evidence suggested that learning is indeed reliant on personal agency and that learning in communities of practice is very effective for the community. However, culture can become a barrier to learning when newcomers resist entry into such community or when its sub-culture conflicts with that of the bigger organisation. These experiences and lessons enabled the construction of a new three-phased research teaching model for organisations that wish to inculcate research as a problem–solving mechanism. The study has implications for policy-makers and educators as it emphasises the need to understand the theory of workplace learning and the necessity of making a deliberate effort to support learning in the workplace. When learning is not supported, employees develop undesirable skills to cope with the pressure of having to work and learn simultaneously. The study contributes to the existing knowledge of workplace theory, ethnographic research in police settings and research teaching pedagogy. The study highlights the need for further exploration of knowledge construction in communities of practice in regulated work environments where sub-cultures are in conflict with the organisational culture.Educational Studies
D. Ed. (Philosophy of Education)
29
Hung, Chi-Tien, and 洪吉典. "Research on degrees ofsatisfaction and learning effects of educational training on the Substitute Service in the Special Police Forth Headquarters." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/64853032411883804042.
Full textAbstract:
碩士國立彰化師範大學
工業教育與技術學系
97
Abstract The purpose of the research was to confer the relevance between elements of learning effects and degrees of satisfaction of their educational training. Through the results as reference, we can offer to manage thimprovements of their training. The subjects of this research were the young men, randomly chosen, who have served in non-military service positions in Special Police Fourth Headquarters for the past two years. Of the 500 questionnaires we delivered, we have received 380 copies of the original questionnaires with a 76% of return rate. The effectiveness of the questionnaires is based on expert content; the credibility depends on internal consistence. We have applied methods to set up and plan an efficient and credible statistical questionnaire. The statistical methods we have used are descriptive statistics, One Way ANOVA, Pearson analysis and other statistical ways to test the questions related to the research The statistical conclusions of the research are: 1. Their degrees of satisfaction of educational training status: the achievements of the learning environment are the best; the training materials are the worst. 2. Their learning status of efficiency: the training achievements are the highest; the achievements on jobs are the lowest. 3. Their degrees of satisfaction on the educational training differentiate due to their specific family backgrounds’ change. 4. Their learning achievements differentiate due to their specific family backgrounds’ change. 5. Of all the relevance between their satisfaction on educational training and learning efficiency, the job achievements are the highest. 6. Of all the relevance between their learning efficiency and their satisfaction on educational training, the training materials are the highest.
30
Bowden, Jennifer Tara. "Engaging with change: investigating strategies of professional learning in a Victorian school." Thesis, 2007. https://vuir.vu.edu.au/1458/.
Full textAbstract:
In the current climate of educational change and with the implementation of new initiatives within the Victorian Education Department, such as the Victorian Essential Learning Standards (VELS) and the Principles of Learning and Teaching (PoLT), educational leaders have begun to reassess the forms of professional learning that teachers and staff members are involved in. This is not isolated to schools as the education industry world wide is developing new outlooks for staff training and development. With researchers such as Cuban, Hargraves and Fullan investigating different forms of professional learning, workplace change and strategy, changes in global professional learning opportunities are evident across a variety of industries. The purpose of this study is to gain a better understanding of which styles and formats of professional learning are the most effective in a local context. Different scenarios of professional learning are described and interrogated and the impact of each practice is considered. The study provides an insight into the different types of professional learning that are available to the teaching staff, allowing for a more diverse range of professional learning practices in one school. The researcher worked with the teaching staff in a school to ascertain which professional learning styles had a greater and more positive impact on curriculum and teaching practices within the learning environment.
31
Lukele, J. "An analysis of human rights training in SAPS : a case study." Diss., 2018. http://hdl.handle.net/10500/24975.
Full textAbstract:
In this study the researcher’s focus was on the analysis of human rights training in SAPS, a case study in Gauteng. The whole study is covered by over seven chapters. In chapter one, the introduction to human rights is discussed and the reason that motivated the researcher to pursue the study under the topic. Most importantly the aim and objectives of the study are outlined. Chapter two main focuses is on the regulatory frameworks of human rights training and programmes. In chapter three the attention is on the international best practice for police training in human rights, as any police training is benched marked internationally. Chapter four the researcher explains the research methodology used in this study, as it is important for the reader to have an understanding. Chapter five discusses the data that is collected and the analysis thereof by using nine themes to analyze data. In chapter six the discussion is based on the finding of data analysis from chapter five. Finally the researcher in chapter seven gives the summary of the study, the recommendations and conclusion on how to improve the training of human rights in the SAPS.Kulolu cwaningo, umcwaningi ugxile ekuhlaziyeni uqeqesho kwezamalungelo abantu kwa-SAPS, kubhekwa kabanzi okwenzeka eGauteng. Ucwaningo oluphelele lwethulwa ezahlukweni eziyisikhombisa. Kwisahluko sokuqala, kwethulwa ingxoxo ngamalungelo abantu kuphinde kunikezwe izizathu ezigqugquzele umcwaningi ukuba enze lolu cwaningo ngaphansi kwalesi sihloko. Okubaluleke kakhulu, injongo nezinhloso zocwaningo kubaluliwe. Isahluko sesibili sigxile kakhulu ezinhlakeni ezilawulayo zoqeqesho kwezamalungelo abantu kanye nezinhlelo. Esahlukweni sesithathu, kubhekwa kakhulu indlela eyimpumelelo amanye amazwe enza ngayo maqondana nokuqeqeshwa kwamaphoyisa kwezamalungelo abantu, njengoba kubhekwa ngokuqhathanisa nanoma yiluphi uqeqesho lwamaphoyisa emazweni omhlaba. Kwisahluko sesine, umcwaningi uchaza indlela yokucwaninga esetshenziswa kulolu cwaningo, njengoba kubalulekile ukuba ofundayo akuqonde akufundayo. Isahluko sesihlanu sidingida imininingwane eqoqiwe kanye nokuhlaziywa kwayo ngokusebenzisa izingqikithi eziyisishiyagalolunye zokuhlaziya imininingwane. Kwisahluko sesithupha, ingxoxo incike kulokho okutholakele uma kuhlaziywa imininingwane esahlukweni sesihlanu. Okokugcina, kwisahluko sesikhombisa, umcwaningi unikeza isifinyezo socwaningo, izincomo kanye nesiphetho maqondana nendlela okungathuthukiswa ngayo uqeqesho kwezamalungelo abantu kwa-SAPS.
Kwesi sifundo umphandi ugxininise kuhlalutyo loqeqesho ngamalungelo oluntu, qeqesho olo lwenziwa kumalungu eSAPS, ngesifundo samava eGauteng. Isifundo esi sisonke siqulethe izahluko ezingaphaya kwesixhenxe. Kwisahluko sokuqala, kuxoxwa ngokwaziswa kwamalungelo oluntu nesizathu esiqhubele ekubeni umphandi alandele isifundo phantsi kwesi sahluko. Okona kubaluleke kakhulu kukuchazwa kweenjongo neziphumo ezibonakalayo zesi sifundo. Isahluko sesibini sigxininisa kwisakhelo solawulo loqeqesho neenkqubo zamalungelo oluntu. Kwisahluko sesithathu kuqwalaselwa kweyona ndlela ingcono kulo lonke ihlabathi, kuqeqesho lwamapolisa malunga namalungelo oluntu, njengoko naluphi na uqeqesho lwamapolisa lusekelwa kwindlela ekwenziwa ngayo kwihlabathi liphela. Kwisahluko sesine umphandi ucacisa indlela yophando ayisebenzisileyo kwesi sifundo, kuba oku kubalulekile ekuqondeni komfundi. Isahluko sesihlanu sixoxa ngeenkcukacha zolwazi eziqokelelweyo ukuze zihlalutywe ngokusebenzisa imixholo emihlanu yokuhlalutya iinkcukacha zolwazi. Kwisahluko sesithandathu ingxoxo isekelwe kokufunyaniswe kuhlalutyo lweenkcukacha zolwazi olwenziwe kwisahluko sesihlanu. Ekugqibeleni, kwisahluko sesixhenxe umphandi unika isishwankathelo sesifundo, iingcebiso nezigqibo malunga nendlela ekunokuphuculwa ngayo uqeqesho malunga namalungelo oluntu kwiSAPS.
Police Practice
M. A. (Criminal Justice)
32
Scheepers, Sandra. "Evaluating the training techniques in the detective learning programmes in the in-service training centres of the Western Cape." Thesis, 2008. http://hdl.handle.net/10500/2117.
Full textAbstract:
The research project investigated the basic detective training courses presented in the two training institutions of the Western Cape Province namely Paarl Detective Academy and Philippi In-Service Training Centre. The two courses that were researched were the Detective Learning programme of Paarl and the Introduction to Crime Investigation of Philippi. The focus of the research was on the training techniques used in the facilitation of these programmes. The research was done with interviews of focus groups of learners that were attending the courses. Individual interviews were held with trainers of both the training institutions. Observation was done in the classes at the two training institutions during the facilitation of the courses. Although the training techniques could be more advanced, other aspects were identified that was of a bigger concern for the learners and trainers alike. The recommendations drawn from conclusions of the data obtained may offer some solutions to the identified problems.Criminology
(M. Tech. (Policing))
33
Moodley, Rajmoney. "An evaluation of the training of South African police service officials on the use of lethal force after the amendment to section 49 of the criminal procedure act (No. 51 of 1977)." Diss., 2009. http://hdl.handle.net/10500/3126.
Full text
34
Monametsi, Alfred. "Coaching in the South Africa Police Services: a practical theological study of the Soweto East cluster and its satellites." Diss., 2018. http://hdl.handle.net/10500/25995.
Full textAbstract:
Summaries in English, Afrikaans, Tsonga and ZuluThis study was driven by an observation by the Chaplain’s office in the Soweto East Cluster and its satellites for the need of a practical theological coaching intervention between the SAPS management and officers on the ground. The coaching intervention mentioned above would be focused largely on the challenge of the mental anxiety caused by the nature of work carried out by the SAPS in relation to its intentions to make the nation a more safe and secure environment for the citizens of South Africa. Naturally, the men and women who staff the SAPS are as human as the rest of us and therefore their state of mental health must not be separated from the rest of the nation. While the intervention is seen as necessary, it is not a replacement of other highly specialised interventions within the SAPS; it must be considered as complementary in the context of a socio- scientifically informed Practical Theology. The Zenith of Its contribution is therefore an attempt to harness the spirituality of officers in concurrence with the psychological and emotional aspects of their work. The study proceeds from the assumption, ‘no work unit is an island,’ thus, it argues for a dynamic synthesis of a practical-theological and psychological interaction of resources in the context of a systems thinking framework. While there are no rigid patterns in the dynamic work of the SAPS, an informed coaching mechanism will provide an informed theoretical synthesis for a robust on-the-ground decision-making process when urgently called upon. This study contends that, this is a paradigm shift from the traditional patterns of top-down management that so often lead to crises situations. The Chaplain’s office is seen as a strategic partner in this initiative given its non-threatening placement within the SAPS systems of work in relation to highly specialised services.
Hierdie studie was gedryf deur n waarneming by die kapelaan se kantoor in die Soweto Oos area en die satelliet kantore vir 'n behoefte van n praktiese teologiese afrigters intervensie tussen die SAPS bestuur en offisiere op grond vlak. Die afrigters ingryping bo genome, sal grotendeels fokus op die uitdaging van geestelike angstigheid veroorsaak deur die omvang van die werk wat gedoen word deur SAPD in verwantskap met die bedoeling om vir die nasie n veilige en beskermde omgewing te skep vir all inwoners van Suid Afrika. Die mans en dames is natuurlik net menslik soos die res van ons en daarom kan hulle geestelike gesondheid nie geskei word van die res van die nasie nie. Terwyl die ingryping noodsaaklik is is dit nie 'n vervanging van ander hoogs gespesialiseerde intervensies in die SAPD nie. Dit moet beskou word as 'n bydraende faktor in die konteks van wetenskaplike praktiese teologie. Die impak van die bydra is dus 'n poging om die geestelike welstand van offisiere te beheer in samewerking met die psigologiese en emosionele aspekte van hulle werk. Die studie beweeg van uit die aanname dat geen werk 'n eiland is nie. Dit argumenteer dat dinamiese samewerking van praktiese en psigologiese interaksie van bronne in die konteks van 'n system denke raamwerk. Terwyl daar geen vasgelêde patrone is in die dinamiese werk van die SAPD nie, sal 'n ingeligte afrigters meganisme help om n ingeligte teoretiese sintese vir 'n ernstige grond vlak besluitnemings proses te hê wanneer dit gevra word. Hierdie studie gaan van die veronderstellings dat n paridigma skuif geneem word van die tradisionele patrone van bestuur van bo na onder wat meestal lei tot krieses bestuur. Die kapelaan se kantoor word gesien as a strategiese vennoot in hierdie initiatief siende dat dit nie intimiderend geplaas is binne die SAPS systeem van werk in verhouding met hoogs gespesialiseerde dienste.
Lolu cwaningo lwasungulwa emveni kokuthi ihovisi likaChaplain elikwisifunda sase Mpumalanga ne Soweto laqaphela ukuthi abasebenzi abangamaphoyisa badinga usizo ngokwesimo somqondo-nkolo kuwo wonke amazinga okusebenza. Lokhu kususwa yimiqondo-simo ababa kuyona njalo uma bebhekana nezinselelo zomsebenzi wabo ezibhekene nokuphephisa isizwe. Lolu sizo abaludingayo kumele lubhekane nokuthi nabo bangabantu njengabo bonke abantu. Loluhlelo alubukeli phansi ezinye izinhlelo ezikhona embuthweni wamaphoyisa kodwa luzama ukuncedisana nazo zonke ezinye izinhlelo ezihlose ukulekelela isimo mqondo sabasebenzi bokuvikela umphakathi. Lengxenye yohlelo ibheke kakhulu ekulungiseni isimo somqondo ngakwezomoya. Loluhlelo lukulungele ukubheka wonke amacala esimo mqondo ngokwesimo sempilo, isimo sokholo kanye nayo yonke eminye imixhantela ebukeka inomthelela ekulungiseni noma ekukhuliseni impilo-mqondo yamaphoyisa. Lobu budlelwano bubukeka buhlukile kunalobu obujwayelekile ngoba buvula amathuba okuthi amaphoyisa abe yingxenye yohlelo olungawasiza abe engaphoqelekile ukuba yingxenye yalolohlelo. Ngokuthi ihovisi likaChaplain alikhethi macala yingakho lobuhlobo bubukeka sengathi bungaba nemiphumela emihle kunezinye ezike zabakhona ngaphambilini.
Dyondzo leyi yi hlohloteriwe hi leswi nga lemukiwa hi hofisi ya Mufundhisi-Wa-Maphorisa eka muganga wa Soweto-Vuxa ni swiyenge leswi va tirhisanaka na swona, va vona ku pfumaleka ka nghenelo-mpfuneto wa vudzaberi lebyi nga ni dyondzo yo khomeka ya ntivo-vukwembu exikarhi ka vufambisi bya vukorhokeri bya xiphorisa bya Afrika-Dzonga ni maphorisa entirhweni. Vudzaberi lebyi hlayiweke laha henhla a byi ta va byo xiyisisa hi vuenti ntlhontlho wa ku karhateka ka miehleketo loku vangiwaka hi muxaka wa ntirho wa xiphorisa mayelana ni ku tiyimisela ka xona ku pfuneta ku vumba rixaka leri hlayisekeke, leri nga ni ntshamiseko. Hambi leswi vudzaberi lebyi byi nga bya nkoka, a byi fanelanga ku bakanyela e tlhelo ni ku teka ndhawu ya mimpfuneto yin'wana leyo hlawuleka leyi se yi nga ku tirheni exiphoriseni, kambe byi fanele ku voniwa tanihi ndlela yo seketela hi ku languta hi ku katsakanya dyondzo yo khomeka ya Ntivo-vukwembu leyi nga ni risima hi ku languta ntshamo wa vutomi lowu tiyisisiweke hi vumbhoni bya xisayense. Xikongomelo-nkulu xa mpfuneto lowu i ku ringeta ku tiyisa vutomi bya ximoya bya maphorisa hi ku tirhisana ni miehleketo na ku titwa ka vona entirhweni. Dyondzo leyi yi pfelela eka ku teka tanihi ntiyiso ntshaho lowu nge 'ku hava xiphemu xa ntirho lexo kotisa xihlala ku tiyimela xoxe', hi ndlela leyi, ntshaho lowu wu koxa leswaku ku va ni ku katsakanya swiyenge swo hambana hambana. Hambi leswi ku nga ri ki ni mikhuva yo nonohela ncinco exiphoriseni, ndlela ya vudzaberi lebyi fambisanaka ni vutivi yi ta tisa matirhelo ya vutlhari yo pfuneta ku teka swiboho leswi vupfeke loko ku va ni xilaveko xa sweswo. Dyondzo leyi yi ri xikolo-kolo leswi i ku cinca lokukulu ni ku dzuvula ku huma eka mikhuva ya xikhale ya muxaka wa vufambisi byo kombetela hi tintiho, swi nga swona leswi vangaka swiyimo swa mintlimbo ni nkelunkelu. Hofisi ya Mufundhisi-Wa-Maphorisa yi voniwa tanihi mukondleteri wa nkoka eka xipimanyeto lexi hi ku ya hi ndzima leyi boxiwaka hi hofisi leyi hi ku pfumala nxungeto eka matirhelo ya xiphorisa ya vukorhokeri byo hlawuleka ni bya risima.
Practical Theology
M. Th. (Practical Theology)
35
Pheiffer, Debra Claire. "An analysis of the role of the South African Police Service and the local government in crime prevention." Thesis, 2014. http://hdl.handle.net/10500/13539.
Full textAbstract:
Summary in English and AfrikaansCrime is unwanted in any society because it brings about fear, anger and hatred. As people living in a world of constant change, we tend to strive for innovation which this research endeavours. The South African Police Service (SAPS) and all relevant role-players become partners in the fight against not only crime, but also community problems that threaten the well-being of inhabitants. Local Government is attempting to develop communities in municipal areas and SAPS primary function is to reduce crime. If crime is one of the main obstacles in improving the quality of life, then surely government authorities must take responsibility for local safety, and who better than these two key organisations taking the lead. This study investigates the roles of SAPS and Local Government in crime prevention in the Cape Winelands District Municipality; also whether their co-operation brings about fruitful results and what interventions are actively in place. It further explores whether their integrated approach has an impact on the safety and security of local communities. Lastly, it determines whether their collaboration is effective or not; and what additional improvements can be implemented, seeking new insights for future reference. Three hundred (300) questionnaires were distributed to senior management members of the SAPS and Local Government, as well as other relative stakeholders who contribute to increasing safety. Crime reduction influences all spheres of society, for example our economy, businesses, tourism etc. Reducing crime and building safer communities must be a priority for all South Africans. To achieve this, crime prevention programmes should be initiated at community level, since crime prevention involves responding to a few priority problems, using multi-agency approaches. Government legislation and policies urge both organisations to take the lead in implementing crime prevention projects which this study discovered. This analysis is not to re-invent the wheel but to find effective ways in strengthening partnership which leads to new knowledge in the field of crime prevention at local level. One of the basic needs of any community is the need for safety and security and this study aims to assist and contribute to increase safety using an integrated approach.
Enige samelewing het „n afkeur aan misdaad omdat dit angs, haat en negatiewe emosies aanwakker. Omdat die mensdom gedurig verandering in die gesig staar, poog hierdie navorsing om nuwe idees. Die Suid Afrikaanse Polisie Diens (SAPD) en ander rolspelers is vennote in die bekamping van misdaad, asook probleme wat die welstand van elke gemeenskap bedreig. Plaaslike owerhede beywer hulle om gemeenskappe te vestig terwyl misdaadbekamping die SAPD se primêre doel is. Hierdie studie ondersoek die rolle van die SAPD en plaaslike owerhede in die bekamping van misdaad binne die grense van die Wynland Distrikte Munisipailteit. Ook ondersoek hierdie studie of daar vrugbare uitslae en aktiewe maatreëls in plek is om misdaad hok te slaan. Verder ondersoek die studie of gesamentlike aksies enige impak op die gemeenskap se veiligheid en sekuriteit het. Ten laaste bepaal hierdie studie of die samewerking vrugte afwerp of nie; en watter nuwe metodes aangewend kan word ter verbetering in die lig van toekomstige vraagstukke rondom misdaad. Tydens hierdie studie is 300 vraelyste versprei onder senior lede van die SAPD en plaaslike regering sowel as ander gemeenskap rolspelers. Misdaadbekamping speel „n belangrike rol in enige gemeenskap aangesien dit „n impak het op die ekonomie, handel, toerisme, ens. Dus is die verlaging van die misdaad syfer en die bou van veilige gemeenskappe elke Suid-Afrikaner se plig. Om hierdie doel te bereik, verg samemerking tussen elke vennoot, aangesien misdaadbekamping elke persoon, organisasie en regerings department se prioriteit behoort te wees. Wetgewing moedig alle rolspelers aan en in hierdie geval, SAPD en plaaslike owerhede, om die voortou te neem tydens die implementering van projekte ter bekamping van misdaad. Hierdie studie se mikpunt is om effektiewe maniere te vind om die vennootskap in misdaadbekamping op plaaslike vlak te versterk. Die uiteindelike doel is om „n positiewe bydrae te maak in die basiese behoeftes van elke gemeenskap; om veiligheid en sekuriteit deur „n standpunt van vennootskap te ondersoek en te implementeer; en sodoende „n omgee kultuur in dié Distrik te verseker.
Police Practice
D. Litt. et Phil. (Police Science)
36
Turck, Lizelle. "An investigation into the utilisation of social media by the SAPS in resolving crime." Diss., 2016. http://hdl.handle.net/10500/21177.
Full textAbstract:
Text in EnglishThis study investigates the SAPS utilisation of social media in its fight against crime, and the extent to which the SAPS is already using it. The findings suggest that the SAPS is utilising social media in the fight against crime, mostly at a specialised level. Detectives at station level lack adequate knowledge and skills to use social media to their advantage. A lack of adequate resources and training is also identified. Social media is a communication platform for millions of people, and should therefore be used in the SAPS, to its advantage, to solve crime. Guidelines are in place for law enforcement officials who need to use it in their investigations. Recommendations resulting from the study include benchmarking with international law enforcement agencies, and finalisation of relevant policies. Training material should be developed and presented to detectives and members at station level. Resources should be made available to members to use in their investigations.
Police Practice
M. Tech. (Policing)
37
Motsepe, Lesiba Lolly. "A critical analysis of the investigative capacity of general detectives in handling fraud cases." Thesis, 2019. http://hdl.handle.net/10500/25550.
Full textAbstract:
This study investigates the question of investigative capacity of South African Police
Service general detectives at the local station level with regard to fraud investigation.
The research presented in this thesis is based on a qualitative thematic analysis of the
systemic investigative capacity of the detectives handling fraud and related offences.
Fraud related crimes are consistently dismissed and perceived as less serious than
violent crime, yet the impact of fraud affects individuals, organisations, and society.
This study includes interviews with n = 15 (83%) participants out of 18 (100%) using a
semi-structured interview schedule for data collection. The available literature
indicates the increasing incidents of general fraud being inadequately investigated at
the local police stations because of investigative incapacity. The complexities of any
criminal investigation require sufficient resources to achieve the highest level of
investigative performance. In this regard, criminals are gradually outwitting the
conventional methods of fraud investigation, especially in terms of technological
advancements. The study’s findings reveal how general detectives are systematically
tested to their capacity in relation to fraud investigation – inter alia, participants
identified the following challenges to meeting investigative objectives: ambiguous
general fraud investigation directives, poor training, limited resources, abuse of
available resources, unreasonably high workloads, and human resource shortages.
These institutional factors need consideration to allow progress in criminal
investigation procedures. This study creates the context for the recommendation that
a series of systemic reforms be introduced, based on a professional model, pertaining
specifically to fraud investigation at the local police station level. This means some of
the distinct investigative practices that are effective be inverted and strengthened in
recognition of the scope and complexity of general fraud, and the influence this
complexity has on investigative methodology. For example, setting up proper and
recognised station-level fraud units to handle incoming “general fraud” cases, staffed
with trained detectives, who have access to adequate resources. This would create
an opportunity to address institutional issues around training to rectify general
detectives’ core skill deficiencies prior to them being assigned to criminal cases.
Training should include case management, investigative procedures, and the use of
technology (to effectively combat digital fraud). Moreover, it is vital to maintain an
oversight over the fraud mandates which differentiate the scope of practice between
vii
specialist and general detectives, with a thorough understanding of what constitutes
general fraud and complex, organised fraud. It is furthermore suggested that local and
international best practice trends be implemented by general detectives in their fraud
investigations.Thutopatlisiso eno e sekaseka ntlha ya bokgoni jwa go batlisisa jwa matseka a kakaretso a Tirelo ya Sepodisi sa Aforikaborwa kwa legatong la seteišene sa selegae malebana le dipatlisiso tsa boferefere. Patlisiso e e tlhagisitsweng mo thesising eno e theilwe mo tshekatshekong e e supang, e tlhatlhoba le go kwala ditiragalo tsa bokgoni jwa go dira dipatlisiso jwa matseka a a dirang ka ditlolomolao tsa boferefere le tse di amanang le tseo. Bosenyi jo bo amanang le boferefere gantsi bo kgaphelwa thoko mme bo tsewa e le bosenyi jo bo sa tsenelelang go tshwana le bosenyi jwa tirisodikgoka, fela ditlamorago tsa boferefere di ama batho, ditheo le setšhaba. Thutopatlisiso eno e akaretsa dipotsolotso le banni le seabe ba le n = 15 (83%) go tswa go ba le 18 (100%), go dirisiwa sejule ya dipotsolotso e e batlileng e rulagane go kokoanya tshedimosetso. Dikwalo tse di gona di supa koketsego ya ditiragalo tsa go se batlisisiwe go go lekaneng ga boferefere jwa kakaretso kwa diteišeneng tsa selegae tsa sepodisi ka ntlha ya tlhaelo ya bokgoni jwa go batlisisa. Marara a patlisiso epe fela ya bosenyi a tlhoka ditlamelo tse di lekaneng go fitlhelela tiragatso e e kwa godimo ya patlisiso. Mo ntlheng eno, disenyi di tlhalefetse mekgwa ya tlwaelo ya dipatlisiso tsa boferefere, bogolo segolo mo ntlheng ya tswelelopele ya thekenoloji. Diphitlhelelo tsa thutopatlisiso di bontsha ka moo bokgoni jwa matseka bo lebaganang le teko e e boitshegang ka gona malebana le dipatlisiso tsa boferefere – gareng ga tse dingwe, banni le seabe ba supile dikgwetlho tse di latelang malebana le go fitlhelela maitlhomo a dipatlisiso: dikaelo tse di sa tlhamalalang ka kakaretso malebana le dipatlisiso tsa boferefere, katiso e e bokoa, ditlamelo tse di tlhaelang, tiriso e e botlhaswa ya ditlamelo tse di gona, selekano sa tiro se se kwa godimo moo go sa amogelesegeng mmogo le tlhaelo ya badiri. Dintlha tseno tsa mo setheong di tlhoka go lebelelwa go kgontsha gore go nne le tswelelopele mo ditsamaisong tsa dipatlisiso tsa bosenyi. Thutopatlisiso eno e tlhoma bokao jwa dikatlenegiso tsa gore go itsesewe diphetogo tsa thulaganyo di le mmalwa, di theilwe mo sekaong sa porofešenale, se se totileng dipatlisiso tsa boferefere kwa legatong la seteišene sa selegae sa sepodisi. viii Seno se kaya gore ditiragatso dingwe tsa dipatlisiso tse di dirang sentle di rulaganngwe sešwa le go maatlafadiwa go lebeletswe bogolo le marara a boferefere ka kakaretso, mmogo le tshusumetso ya marara ano mo mokgweng wa dipatlisiso. Seno se kaya, go naya sekai, go tlhoma diyuniti tsa boferefere tse di siameng le tse di lemogwang kwa legatong la seteišene go samagana le dikgetse tse di tsenang tsa "boferefere jwa kakaretso", di na le matseka a a katisitsweng, a a kgonang go fitlhelela ditlamelo tse di maleba. Seno se tlaa dira tšhono ya go samagana le dintlha tsa setheo malebana le katiso go lolamisa tlhaelo ya bokgoni jwa botlhokwa jwa matseka a kakaretso pele ga ba ka rebolelwa dikgetse tsa bosenyi. Katiso e tshwanetse go akaretsa tsamaiso ya dikgetse, tsamaiso ya dipatlisiso le tiriso ya thekenoloji (go lwantsha boferefere jwa dijitale ka nonofo). Mo godimo ga moo, go botlhokwa go nna le tlhokomelo ya dithomo tsa boferefere e e farologanyang tiro ya matseka a baitseanape le a kakaretso, go tlhaloganngwa sentle pharologano magareng ga boferefere jwa kakaretso le boferefere jo bo marara jo bo rulaganeng. Gape go tshitshinngwa gore matseka a kakaretso a diragatse mekgwa ya tiragatso e e gaisang ya selegae le ya boditšhabatšhaba mo dipatlisisong tsa ona tsa boferefere.
Police Practice
D. Litt. et Phil. (Police Science)
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Letsoalo, Victor Mogale. "Poor academic performance of detective trainees in Hammanskraal academy in Pretoria, South Africa." Diss., 2019. http://hdl.handle.net/10500/26499.
Full textAbstract:
This study was intended to understand the experiences of individual detective trainees about poor academic performance in Hammanskraal academy. Detectives are the people who must ensure that perpetrators of crime face the full might of the law through investigating and proving before the courts the guilt on the part of the perpetrator, but also to prove the innocence in some instances. In this qualitative study, purposive sampling was used, and ten participants were selected to take part in the study. The participants include the six trainees who obtained below 50% mark in one of the summative assessments and could not qualify as detectives.
Further, participants include the four trainers who had more than five years as trainers in the academy to give their perspective about the poor academic performance of trainees in Hammanskraal Academy. The unstructured interview was used to collect the data, and qualitative data analysis steps were applied to analyse the data. Some of the findings are the extent of damage that is caused by poor academic performance on the individual detective trainees, and that also affected their families. They also feel embarrassed that they did not qualify as detectives because of poor academic performance. In conclusion, there is a need to put measures that would deal with the poor academic performance of the detective trainees.Psychology
M.A. (Psychology)