Page 16 - Top Cover Issue 15

16 TOP COVER MAY 2019

way. Plus, they had a concrete goal, and
this goal had real value to the group
as a whole – it was not just a teaching
exercise, however interesting, chosen by
the trainer essentially for the benefit of
the trainer. There was material benefit
to them, rather than just theory, and
they recognised this.
Perhaps most importantly, the group
as a whole had control of what was
going on. They were aware of this
fact and aware they could go beyond
what they had been taught. They only Picture copyright: Stuart Bolton / Shutterstock
needed to refer to the trainers on
those rare occasions where their own
expertise was insufficient. There was
no teaching ‘to suck eggs’, and a real
start was made on planning a complex
skills at arms programme. The trainer’s As well as practical scenarios there is also a need for training which reflects
own expertise has more value because the way people deal with realistic problems in their working lives
it is used for things that the trainer
So what does this tell us about of the students as a type of authority
could actually really contribute, not
social learning and firearms training? or ‘difficult decision’ maker – again, a
simply recycling common knowledge
Obviously, in the firearms world, reflection of the social situation which
or regurgitating de-contextualised
a problem-solving, group-defined, they are used to dealing with.
received wisdom.
discussion-based activity is not So experience delivering the
The trainees tended to agree. In
going to answer all our questions. NFIC suggests that there is also
feedback, the exercise was described as
There are plenty of reasons for taking a need for training which reflects
useful and especially helpful in giving
other approaches which front-load the way people deal with realistic
time to discuss issues with colleagues.
information or lay down the law problems in their working lives.
This meant that meanings could be
in explicit ways for many parts of Drawing on the collective wisdom
worked out and clarified, choosing
the curriculum. Any trainer who of a professional group will, when
the best ideas through a process of
ignores this does so at their peril. done at the right time, and in the
‘compounding’ learning that helped
For example, when training firearms right way, make the most of the close
remember important lessons, especially
officers you are training a group of social ties, strong sense of collective
in the small group stage. At the same
‘Alpha’ personalities. There is no doubt responsibility and pragmatic approach
time, many felt that in larger groups it
about it, your students will have strong to complicated questions that typify
was more difficult to focus, contribute
personalities and there will be no police professionalism.
or listen to others. Also, it was not
shrinking violets. So when using social Sadly, a use has not yet been found
always clear to everyone how these
learning exercises and techniques, an for inflatable dolls and hammers in
discussions linked to practice.
important factor to consider is how NFIC sessions here in Kent, but we’re
to keep the exercise flowing without always open to suggestions. Who
So what?
trainer interjection and without knows – maybe the next problem to
Perhaps it’s no surprise that the
stalling at the first debate, everyone be solved will require them! If it does,
firearms instructors worked best
wanting to get their point across with watch this space, because Top Cover
in small teams, when the goal was
no decisions made. Experience tells us will have an exclusive.
focused. The lesson from social learning
that a useful method it often to set one
is that such preferences need to be
respected. It’s a real learning experience Dr Chris Beighton is Senior Lecturer at Canterbury Christ Church
when trainees bring their own ideas to University, Kent, and author of Expansive Learning in Professional
the evaluation of teaching and learning Contexts: a Materialist Perspective (2016) Palgrave Macmillan.
processes. This can genuinely inform Andreas Heath is a Specialist Firearms Officer and Instructor for Kent
Police. In the police since 2005, he is a Post-Incident Manager, Close
the trainer of what worked, what didn’t,
Protection Officer and Police Federation Rep.
and where it might lead.
WWW.PFOA.CO.UK