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A genuine desire for development

TV-tip that takes you on holiday analytical exercise to identify internal and external factors that promote and inhibit the development of a learning politio

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A genuine desire for development
TV-tip that takes you on holiday

analytical exercise to identify internal and external factors that promote and inhibit the development of a learning politiorganisasjon.

Brita Bjørkelo, professor, Norwegian police university college Show more

the Challenge can not be solved by a basis alone, it pedagogikkprofessorene Torgersen and Sæverot call the "operational educational basic research".

It is time to change the focus from what the police should learn to how and the framework it requires.

the Police shall, should and must learn from their mistakes. The police as an organization includes various forms of policing (prevention, investigation, order, control, management, development) as is done in close cooperation with the other parties.

Linda Hoel, associate professor, Norwegian police university college Show more

the Debate Torgersen and Sæverot invites is important. Unfortunately overshadowed the piece of somewhat controversial claims and conclusions.

That experienced politiforskere and politiutdannere we meet the police both in the teaching and learning situation, ledelsestrening, evalueringssamtaler and in the practical functioning. Meetings are characterized by the police's genuine desire to develop, learn and make each other better.

Kjersti Eckblad, senior lecturer, Norwegian police university college Show more

Læringsinitiativ encounter resistance in a politiorganisasjonen with stronger (detail)management, increased demands for efficiency and performance. Therefore, the question of whether to learn or not look at how , and the framework which must be present in order to get it to.

We agree that the police as an organisation has been, and to some extent still have, the challenges related to how learning happens.

Cathrine Filstad, professor, Norwegian police university college/BI Show more

Students and staff tells that they can experience that they are not necessarily going to ask the critical questions. Politiansatte with the longest experience are considered to know best despite the fact that law enforcement to be solved may require that the task be solved by more sharing of interdisciplinary knowledge.

It is therefore a challenge for learning in the police that a professionally highly competent police don't necessarily have the room and ytringsklima to ask basic questions about what at any time is considered to be good policing.

Målstyringssystemet and the strong governance of policing (investigations, prevention, and order) makes that the police can adjust their work according to certain prescribed standards. It is a good thing.

Christin Thea Wathne, research director, Arbeidsforskningsinstituttet, OsloMet Show more

at the same time, it is a challenge if the goal is to function as a learning organization. For what it helps to do the right things if you are not doing the right things? When målstyringskravet to produce cases pushes on, room for reflection and learning become cramped.

performance Management is a strength when it is directed towards the quality and expertise and a challenge and inhibitory learning and not least sharing of knowledge when the measurement becomes more important than what the measurement is supposed to help with.

Learning also requires open and transparent rekrutteringsprosesser, feedbacksløyfer, the direction of influence, and competency management with the content.

Depressing recognizable Leader

another challenge is that the police will only learn when something goes wrong. For example, be carried out learning in a crisis - and beredskapsøvelser much in the form of the evaluation work that lacks continuity when one rarely goes back to the last evaluation. This is also the case in the matters to be repeatedly reported to the Spesialenheten from the same police district.

Rather than look at the underlying conditions that make that unwanted events repeats itself in one and the same police district, to be taken one and a case for themselves. It promotes not organisasjonslæring.

Our research shows that it is not only a question of the police (personnel and organisation) must open and be dannbare. The educator John I. Goodlad (1979) differentiates between four different beslutningsnivå when it comes to teaching and learning: Policy, institution, teaching, and the personal.

Should change to happen there must be conformity between the decisions on the different levels. Decisions taken by politicians must involve limits and opportunities that are feasible of politiledere at all levels of the hierarchy in the management of all type of policing.

the Police, and as other critical community groups learn from their mistakes. It is high time to go from to repeat the mantra that the police will learn, to shed light on the police's terms and conditions for how to learn.

It requires more than enkelthendelsesfokus on one case. More underlying discussions about what it is that makes that events repeat themselves and internal and external circumstances that come into play is necessary.

unlike to see "Why doesn't the police better?" as a purely educational questions, we believe it must be in the organizational complexity of the answers must be found.

It requires transparency about politiinterne and political options and the necessary review of the constraints that inhibit and promote learning and change in the police!

Lærevegring in ordensmakten Debate You can submit your article and opinion piece in Dagbladet here

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