Reality-Based Training: Focus on Your Students

If you were an academy cadet prior to 2010, there is a good chance you had little or no exposure to scenario training. Those who did participate in such training were likely subjected to “Shoot/Don’t Shoot” scenarios, which often resulted in a competition among the instructors to see how many cadets they could shoot. Unfortunately, these “no win” scenarios were often perceived as a final exam to determine how much a cadet had learned during the academy, which was problematic on several fronts.

Thankfully, trainers nationwide realized there is little to no training value in simply shooting cadets whenever possible in scenarios which led to significant improvements in scenario training. It is now common to have written performance objectives, reality-based scripted encounters, trained role players, objective evaluations, and post-scenario critiques included in scenario training lesson plans.

A question often asked of trainers is, “Is there a difference between scenario training and reality-based training?” Based on peer-reviewed research that I have studied, discussions with several colleagues, and my own personal experience as a student and an instructor, I say yes, there is a difference. A scenario is short, specific encounter which is designed to answer a student’s “what if” questions. For instance, while teaching a baton strike, a student asks, “What if the suspect does this or that?”, or “What if the strike has no effect?” The instructor then conducts a short demonstration showing what to do in that situation and how to do it. The scenario is conducted there on the spot, with little or no props, with a very brief verbal set-up (the question itself), and the action demonstrated is a direct response to the student’s specific question.

Reality-Based Training (RBT) on the other hand is much more complex. RBT is just that, training made as realistic as possible. This involves specifically written performance objectives, using live role-players, detailed scripts for actions and speaking parts of each role-player, specific criteria to achieve an acceptable performance, objective performance evaluations, plus honest and detailed debriefings of the students’ performance.

RBT also requires a realistic setting that resembles actual environments the officer will encounter while on duty (i.e. an apartment, office, jail cell, open field, roadside vehicle stop, restaurant, bar, etc.) These settings should include everyday items (props) normally seen at a real location or crime scene such as furniture, pots, pans, appliances, TVs, actual patrol and suspect vehicles, radio communications with a live dispatcher, plus realistic and safe training weapons designed for this type of training. This is important because scientific research indicates the more realistic and accurate the scenario, the longer a student retains the lessons learned, which equates to knowledge transfer, which results in an improved practical application in the field.

One of the most important requirements for successful RBT is the use of live role-players. These individuals must follow their script, be dressed in appropriate clothing

for the part they are portraying and must follow the directions of the facilitator. The better the role player(s) performance, the more realistic and believable the encounter will be, resulting in more effective training. Instructors may consider conducting a special training or detailed briefing for all role players prior to the actual training date to ensure a complete understanding of the expectations of the role players.

The most important consideration for instructors when developing and presenting RBT are the students themselves. We are training adults, not teaching children. Scientific research has shown that adults learn differently than children. Therefore, RBT instructors should use teaching methods and presentation techniques that foster adult learning.

Malcolm Knowles, an American educator who is credited as the founder of andragogy (the art and science of teaching adults) developed the six key concepts of adult learning. Those concepts are a need to know the information, self-direction, using life experiences as a learning resource, a readiness to learn, an orientation to learn, and the motivation to learn. As these adult learning concepts were implemented, educators developed the 5 key principles to the practical application of adult learning. Those five principles are immediate usefulness, relevance to life and/or career, a welcoming learning environment, student engagement using relative activities, and addressing personal experiences in a respectful manner.

There are numerous advantages to using adult learning concepts and principles in any law enforcement training course, especially RBT. Some of those advantages are using information from peer-reviewed scientific research, adult students are more likely to be engaged in all aspects of training, promote critical thinking and emotional intelligence, and using a variety of teaching methods and presentation skills to enhance the learning experience. Subsequently, adult students will see how and why training is beneficial to their job and/or life. Additionally, allowing the adult students to share their own experiences, and their knowledge or lack of knowledge of the subject matter validates the training and demonstrates the usefulness of the curriculum.

Reality-Based Training is a valuable tool for law enforcement instructors and requires a substantial amount of work to be done properly. However, all that work will be useless if we do not focus on the adult students. We must remain focused on our adult students and present new information to them in a professional and efficient manner to ensure retention, knowledge transfer, and improved practical applications in the field.

Capt. Mark Candies (Retired)