Improving police training from a cognitive load perspective

Abstract

Purpose The purpose of this paper is to present a theoretical framework, which describes how police training programs can be developed in order to improve learning retention and the transfer of skills to the work environment. Design/methodology/approach A brief review is provided that describes training strategies stemming from Cognitive Load Theory (CLT), a well‐established theory of instructional design. This is followed by concrete examples of how to incorporate these strategies into police training programs. Findings The research reviewed in this paper consistently demonstrates that CLT‐informed training improves learning when compared to conventional training approaches and enhances the transferability of skills. Originality/value Rarely have well‐validated theories of instructional design, such as CLT, been applied specifically to police training. Thus, this paper is valuable to instructional designers because it provides an evidence‐based approach to training development in the policing domain.