The rate of success for IT projects, as measured in time, budgets, and features, can be discouraging for government entities looking to invest in better infrastructure. By focusing on business value, identifying helpful features, soliciting client insight, and rethinking what is valuable, however, Agile software development methods are responsible for appreciably higher success rates.
Government organizations at all levels are facing intense pressure to establish and measure readiness: the ability to prepare for, respond to, and recover from crises and natural disasters. Readiness as a concept is easy to grasp in principle, yet exceedingly difficult to implement due to the fragmentation of processes within the public safety sector and a fundamental failure to understand the difference between capacity and capability building to achieve Readiness.
Maximum security requires by definition a “closed system” whereas maximum utility requires “openness.” Is it possible to reconcile these two extremes? Can a highly secure system actually be easy to use? The security systems of the future must be highly convenient, largely transparent to end users, fully integrated across security domains, threat aware, and able to modify security policies “on the fly” in response to changing threat environments.
While immediate needs exist to exchange firearms authorizations and decertification data, it is becoming increasingly evident that emergency management directives will request that POST, Academy and Agency organizations be in a position to provide training, certification and skills data to facilitate effective incident response. An XML standard based upon the vital data resident within the POST organizations would lay the foundation for significant advancements in interoperability.
As never before, law enforcement academies and trainers are challenged by the increases in workloads and the complex anti-terrorism and information sharing demands of the post-9/11 world. New initiatives are hindered by lack of clarity and budget constraints, while the threat of litigation requires academies to seek training standardization and quality controls.
Multimedia learning objects are important components of high quality, technology-mediated instruction. Learning objects allow the student to use the content learned in a particular part of a course and; 1. demonstrate mastery of the content, 2. apply that knowledge to solving a problem, and 3. use the content in a critical thinking exercise that both demonstrates mastery and allows the student to place the content within the context of the larger topic of the course. The difficulty associated with the use of learning objects on a broad scale is that they require programming skills most professors and instructors do not possess.
At the end of the 20th century, technological advances of the information-age brought about significant transformations in learning. The rapid growth of internet technologies fueled by powerful and affordable computer platforms collided with the revolution in pervasive computing and wireless technologies, all of which have had powerful effects on learning. These advances have not only had a profound effect on our military and law enforcement communities, but additional, have contributed to seismic realignments of priorities that have reshaped core principles and doctrine. As the 21st century unfolds, continuous learning environments are emerging as a critical bridge between organizational needs and performance.
The need to accelerate academy throughput while increasing existing workloads by requiring trainees to absorb additional vital materials is putting significant strain on current systems and requiring academies to reevaluate everything from instructional approaches and learning delivery to logistics, budgeting and academy benchmarking. By outlining some best practices in both process and technology that have been implemented by several of the largest U.S. law enforcement academies, this white paper can serve as a reference point for academies facing today’s difficult challenges.