Learning how to lead police investigations
| Published date | 01 September 2018 |
| Author | Terje Aaserud,Cathrine Filstad,Jon-Andre Nilsen |
| Date | 01 September 2018 |
| DOI | 10.1177/1461355718793662 |
| Subject Matter | Articles |
Article
International Journal of
Police Science & Management
Learning how to lead
2018, Vol. 20(3) 185–195
ª The Author(s) 2018
police investigations
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DOI: 10.1177/1461355718793662
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Jon-Andre Nilsen
Norwegian Police University College, Oslo, Norway
Terje Aaserud
Norwegian Police University College, Oslo, Norway
Cathrine Filstad
Norwegian Police University College and BI Norwegian Business School, Oslo, Norway
Abstract
The aim of this article was to investigate how police investigation leaders learn leadership and whether the facilitation of
learning activities and learning methods might bridge the well-known gap between teaching and learning leadership. Using
action research, we constructed an ‘i-leader’ learning pool consisting of police investigation leaders. The pool provided
interactive and collaborative learning activities that included reflection, knowledge sharing and social support. Participants
were receptive to this learning initiative, but also argued that ‘learning by doing’ is most important because it allows for
communication and cooperation between colleagues in the context of their everyday leadership practice. They
acknowledged the need for reflection and argued that the pool provides important reflection time, which they lack in
their everyday practice. Participants also found the learning methods, particularly the ‘group support methodology’ and
the new network useful for their own leadership development. However, using these new learning methods ‘back home’
was more challenging. Participants did not have time to prioritize and develop this new network. Providing learning
methods and building a network takes time and must be relevant to everyday leadership practice. The significance of their
leadership practice and how to accumulate experience as the basis for reflection was acknowledged, but still needs to be
applied within leadership practice. Bridging the gap between teaching and learning is not just about providing learning and
reflection methods, but also about learning how to apply new knowledge through experience, where reflection ensures
that learning in practice is not ‘due to change’.
Keywords
Learning, leadership in practice, police investigations, knowledge, communities of practice
Submitted 14 Sep 2017, Revise received 24 May 2018, accepted 13 Jul 2018
Introduction
led to strong criticism of the leadership culture and atti-
tudes within the Norwegian Police Service (NPS). Several
Internationally, the police face new terror threats, new tech-
reports led to an analysis of the police which resulted in
nology, immigration and new forms of crime, and the
reform in 2016 (still ongoing). In addition, and with a
police literature argues that increased complexity and new
ways of conducting police work strongly challenge police
leaders’ capacity to learn (Flynn and Herrrington, 2015;
Corresponding author:
Herrington and Colvin, 2015; Martin and Mazerolle,
Cathrine Filstad, Norwegian Police University College, BI Norwegian
2015; McLeod and Herrington, 2016; Roberts et al.,
Business School, Oslo, Norway.
2016). In Norway, the terror attack at Utøya/Oslo in 2011
Email: cathrine.filstad@bi.no
186
International Journal of Police Science & Management 20(3)
particular focus on police investigations, reports such as
identity, power, legitimacy, sense-making and dialectics
‘The police investigative interview methods’ (Attorney
(Cunliffe, 2002, 2009; Filstad, 2014). Herrington and Col-
General, 2013) and ‘Investigations in the police’ (The
vin (2015) highlight the need for police leadership capabil-
Police Directorate, 2013) revealed major challenges and
ities and different forms of leadership, such as shared and
expressed concerns about competencies in police investi-
context-dependent leadership, and show the complexity of
gations. This resulted in an investigation programme called
police leadership with all its problem-solving, operations,
‘The investigation boost’, which emphasizes the need for
investigations, relations with subordinates, sense-making,
national standards and annual training to ensure the quality
commitments, and managing and facilitating change in the
of crime investigations. Checklists and manuals typically
‘here and now’ (Pearson-Goff and Herrington, 2013; Uhl-
describe necessary practice and annual training pro-
Bien et al., 2007).
grammes to facilitate training in practice to ensure ‘close’
Motivated by the call for more research on how police
deviations from established standards, which are crucial to
leaders learn (Flynn and Herrington, 2015; Haake et al.,
the success of police reform. One major concern was that
2017; Mead, 2002; Pearson-Goff and Herrington, 2013,
senior investigating officers were recruited after years of
2014), our aim is to provide new knowledge on how to
practising as investigators but without any formal require-
bridge the ‘teaching and practice’ gap in learning leader-
ments or education in police investigation. Another major
ship. We conducted action-oriented research with police
concern was that no single investigator was responsible
investigation leaders, analysing how they learn by extend-
throughout the whole investigation. Finally, leading police
ing more traditional classroom teaching and providing
investigations were mostly about being an experienced
methods for reflection, networking and investigation. The
investigator first, then addressing leadership qualifications
aim of this article is to analyse how investigation leaders
on how to lead police investigations.
learn leadership, including the teaching of leadership, and
Great emphasis is placed on the need for research on
to investigate possible links between the teaching of lead-
investigation leadership and knowledge-based investiga-
ership and the learning of leadership through everyday
tions as the basis for improving quality and practice in
practice as leaders.
police reform. The Police University College already pro-
vides education for investigation leaders (chief investiga-
Learning how to lead police investigations
tors), for example through the experience-based master’s
degree that began in 2015. However, there are ongoing
Most of the literature on police leadership revolves around
discussions on the extent to which such education should
a leader’s personal traits and skills. Police leadership is
include ‘training’ or provide ‘practice’, to demonstrate that
about the individual leader, their ethics, their capacity to
the knowledge acquired can be used in practice (Fahsing
act as a role model, their communication skills, their ability
2016; Myklebust 2009; Nilsen, 2015; Rachlew, 2009).
to engage in critical thinking, their trustworthiness and
Moreover, the Police Directorate insists that learning how
legitimacy – and not what the individual police leader does
to lead police investigations through leadership courses on
(Bratton and Malinowski, 2008; Eterno and Silverman,
police investigations is necessary. This is an area that we
2010; Haake et al., 2017; Pearson-Goff and Herrington,
believe is problematic because no evidence of the effect of
2014).
leadership courses on leadership performance is provided
Mead (2002) argues that to ensure the quality of leader-
(Neyround, 2010). Our research addresses the lack of the-
ship in the police, it is not enough to learn about leadership
ories beyond the general leadership and management
theories, nor is leadership about the leader’s personal char-
development literature (Alvesson and Sveningsson, 2003;
acteristics per se. What really matters is how each police
Arnulf et al., 2016; Hibbert and Cunliffe, 2015; Mabey,
leader understands and improves their own practice as a
2012; Sutherland, 2015) by proving that learning methods
leader, accounting for the unique context of policing
in the courses increase our understanding of how to gap the
(Cockcroft, 2014) and the different forms of leadership,
bridge between teaching leadership and learning leadership
which are dependent upon leadership level. A literature
in practice. Instead of disconnecting learning from the
review of police leadership in the UK, USA and Australia
social and cultural contexts in which leadership is per-
by Pearson-Goff and Herrington (2013) summarizes previ-
formed, we believe that using action research can contrib-
ous research on police leaders’ abilities to problem solve,
ute to knowledge on how leadership is learned. We argue
create a shared vision, engender organizational commit-
that learning to lead is about knowing how to address the
ment, care for subordinates and manage change. Pearson-
different situations that arise within the social relations
Goff and Herrington argue that, to a large extent, police
involved in practising police investigations (Armstrong and
research follows the mainstream literature on leadership
Mahmud, 2008; Kempster, 2009; Shotter and Cunliffe,
without sufficiently addressing what constitutes police
2003) where learning leadership is about relationships,
practice. There is limited research exploring how learning
Nilsen et al.
187
in these practices is the result of social relations with peers
‘techne´’ involves human skills and the principles of per-
and employees, where learning happens within social prac-
forming necessary actions; and ‘phronesis’ is practical wis-
tices through operations and problem-solving to ensure
dom that ensures good actions (Grint, 2007). Hence,...
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