Issue link: http://lawandordermag.epubxp.com/i/144260
THE COMBINED HERSEY-BLANCHARD SITUATIONAL LEADERSHIP II MODEL HIGH S-3 S-2 SUPPORTING PARTICIPATING CONSULTING S-3 SUPPORTIVE RELATIONSHIP BEHAVIOR SELLING COACHING ADVISING S-1 DELEGATING EMPOWERING LOW LOW Overall Concept TELLING DIRECTING INSTRUCTING/ TRAINING TASK (DIRECTIVE/GUIDANCE) BEHAVIOR HIGH STUDENT DEVELOPMENT/READINESS LEVEL (ALSO COMPETENCE AND TASK MATURITY LEVEL) D/R1 D/R2 D/R4 D/R3 ABLE WILLING CONFIDENT DEVELOPED explain their reasoning processes. Further, trainees often must specify what they learned and how they can apply it outside the training environment. Empowering, Delegating: The S-4 fourth quadrant allows the trainees full responsibility and empowerment. They are expected to demonstrate their learning(s) in their police work-social role. This is truly self-learning as they experience the successes and diffculties in the situational applications of their police work. Variations This four-quadrant approach has been successfully used two ways. Evaluating the commitment and maturity level of the trainee will allow the FTO a better idea of where the trainee falls upon The second way this model can be successful is by using it to craft the evaluation process trainees go through to become "fully qualifed." A phased approach to feld training fts precisely with the quadrant approach of the SL II model. The purpose of a feld training program should be to produce a "fully qualifed", if inexperienced, stand-alone police offcer. ABLE BUT UNABLE BUT UNABLE AND UNWILLING OR WILLING OR UNWILLING OR INSECURE CONFIDENT INSECURE DEVELOPING the developmental gradient. Treating the trainee as an adult learner, even though his/her specifc task level may be low for a particular task or skill, will enhance his/her ability to learn a task faster and retain it longer. FTOs should be aware that trainees are expected to move back and forth along this gradient as they face new situations they have not experienced. For example, a trainee can be at D/ R4, able, willing, and confdent after responding to their 15th traffc stop in feld training, but that will not prepare them for their frst response to a deceased victim—they will be right back at D/R1 for that situation. So a foreseeing FTO will change their approach back along the quadrants to more of an S-1 style given this new situation. If a trainee is treated, and reacts, to situations like a trainee, and never reaches a fully confdent, able, and willing patrol offcer, they are a detriment to the force. "Paying your dues," as older police offcers often lament, is just another way of saying gradually move from D/R1 to D/R4. Evaluations should reflect expectations-driven competencies both along the developmental gradient and the FTO style of leadership. A disconnect should be a "red fag" of concern. Trainees, especially non-traditional trainees, should be taught as adults. The idea that departments still take high school graduates directly into training is becoming more rare. As the military continues to draw down, many departments have seen a dramatic increase in soldiers retraining to become police offcers. Following the adult learning guidelines as codifed in the H-B SL II model will greatly enhance a trainee's learning. And this method of teaching is much more fun than the child-oriented, lecture-type method. Many techniques can be used, of which the HersheyBlanchard situational leadership model is only one example. Whatever method is used, however, trainers should remember that we are trying to produce a stand-alone police offcer, not a profcient trainee. LaO Post your comments on this story by visiting www.lawandordermag.com www.lawandordermag.com 62