American police and FBI training involves three main phases: basic academy training, field training/on-the-job training, and in-service training to update officers. State and local police attend a basic academy for approximately 628 hours over 16 weeks covering subjects like weapons, investigations, and law. They then undergo 13 weeks of field training with veteran officers. The FBI trains its own agents at the Quantico facility in Virginia, focusing on areas like new agent training, intelligence, and leadership. Both aim to provide effective cognitive and practical job training to address evolving criminal threats.

1. American Police and FBI Training 1
American Police and FBI Training
Richard W. Anderson
American Public University System
Dr. Matthew Collins
CMRJ302 U.S. Law Enforcement
17 December 2014

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Abstract
American police has been functioning since the early 1900s, but has gone through several
phases. State and local police organizations have had to train and retrain officers in accordance
to evolving and changing needs of the public. The Bureau of Investigation was begun in 1924,
and then officially changed its name to the long-standing title of the Federal Bureau of
Investigation (FBI) in 1935 under the directorship of J. Edgar Hoover. The FBI has been
training officers since its onset, but the training is somewhat different than that of traditional
American police. This paper describes the basic San Jose model for state and local American
police training, and then aspects of FBI training.

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State/Local Police Training
American police training today consists of three primary arenas: (1) basic academy
training; (2) field training, which also might be considered on-the-job training, actual supervised
performance of what was learned in the academy plus the modifications or improvements from
the seasoned veterans; and (3) in-service training, whereby veteran officers are updated with
subjects including but not limited to new technologies, public input, and/or legislative
enhancements recently implemented into our evolving criminal justice system (Gaines &
Kappeler, 2011, p. 118).
Police training actually begins prior to any actual classroom work. Written tests by
prospective recruits are often required prior to entering police education. Also included to justify
consideration for employment are the successful passing of vision tests (p. 105), polygraph
examinations, background checks, drug testing, physical fitness abilities, and a minimum of prior
educational accomplishments (p. 93). Also considered from applicants is their ability to handle
finances, past driving record, and interpersonal relationships (p. 109). Having passed these and
perhaps other prerequisites required from the now semi-standardized Peace Officer Standards
and Training (POST) requirements, officer candidates begin the first of the three basic elements
of officer training: the academic phase.
The San Jose FTO academy training program created in 1972 provides the basic model
for many state officer programs today. They include an enormous amount of subject matter.
Approximately 628 hours of training include around 41 subjects which each range from 4 hours
(criminal justice system, criminal statistics, missing persons, hazardous materials, and more) to
topics requiring 40+ hours of instruction time (weaponless defense, physical fitness, preliminary

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investigations, firearms/chemical agents, and report writing). Other classes varying between 10
to less than 40 hours include: community relations, crimes against property, persons, and
children; traffic enforcement and investigation; first aid/CPR; crisis intervention, vehicle
operations; use of force; patrol techniques; and much more (p. 120). Having passed the first
phase, lasting about 16 weeks of training, officers move into field operations.
Approximately 13 weeks of training provide the new police officer with hands-on patrol
with three different veteran officers, divided also into working different shifts. After
successfully completing these three micro-phases, and having passed district evaluations in
between each one, the trained officer completes another two weeks with his or her original field
officer. Lastly, the trainee moves on to the last phase of their introduction to becoming a full-
fledged officer: Phase III. (p. 123).
During these final approximately five months, the new officer goes solo and incorporates
his abilities into the community on his/her own (if that is department policy; many still place
officers in pairs for patrol duty). There is a ten-month review board, after which the officer
either enters remedial training should they be remanded to such, or they continue outside of their
original training district (p. 123). At the end of nearly a year of successful training, the officer
can become a permanent employee.
FBI Training
The Federal Bureau of Investigation (FBI) is a federal organization as opposed to a state
police entity. The FBI, not unlike American police, has trained and operated with evolving
concerns since their incept during the 1920s and 1930s. The training in identifying individuals
began with fingerprinting during the 1920s, accumulating some 810,000 fingerprint cards.

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Today, their are over 200 million fingerprints on file in the Identification Division, and computer
technology designed to search through the prints and assist a final observer in identifying prints
belonging to suspects, known offenders, and a variety of other individuals for varying reasons (p.
24).
The FBI train their own agents, foreign partners, as well as American police (over 1,000 a
year) (p. 25) on many current and past criminal justice topics such as: terrorist attacks and their
prevention; foreign intelligence operations and espionage; cyber crimes; public corruption;
international criminal organizations; white collar crime; violent crime; and the support in local
and international partners (p. 25). To accomplish training in these many areas, the FBI has a
component devoted to accomplish these goals: The FBI Training Division (TD) (FBI Training
Division At-A-Glance, 2010, p. 16).
The Quantico, Virginia facility was opened in 1940, and now boasts over 400 employees
in their training department, many being former agents. The FBI TD focuses on five major
areas: (1) new agent training; (2) intelligence training; (3) leadership and development; (4)
national academy; and (5) international training. New agents are exposed to a 20-week program
include three basic areas of investigative, tactical, and non-tactical training. Other
concentrations are academics, firearms, operations, and case scenarios (FBI TD, p. 16).
Intelligence Training focuses on America's current domestic security priorities. The National
Academy training includes education in behavioral science, forensic science, leadership,
communication, and health issues. The Leadership Development Institute (LDI) of the FBI
training mission focuses on domestic and international law enforcement cooperation, as well as
counterterrorism efforts. The International Unit trains both domestic as well as international

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groups in an effort to understand and combat terrorist attacks against civilians and institutions
both here and abroad.
In addition to the above training departments, the FBI has an extensive library whose
components are available to both FBI employees and other law enforcement agencies. The FBI
also has a Forensic Research and Training Center, a mock city known as Hogan's Alley, built in
1987 (FBI.gov, 2014) which trains both FBI and Drug Enforcement Agency (DEA) in practical
experiences in community settings. Also, there is a 1.1 mile road course available for driver
training education (FBI TD p. 17).
As far as FBI teaching is concerned, as a whole they believe that instruction is an art, and
the manner in which the students and instructors perceive one another makes a difference
between success and failure of the variety of topics being absorbed by each student (Vecchi,
2010, p. 74). Teaching and training are considered two separate categories for instruction.
Teaching is education from a cognitive perspective and is composed of lectures, case studies, and
presentations. Training encompasses actual job-related operational components such as
forensics, policing, and psychotherapy to name a few. These two approaches combine effective
cognitive and sensory methodology (p. 75).
The FBI Quantico facility itself has undergone continued renovations to provide for a
more modern training environment. In 2007, the 40-year-old dormitories and dining facilities
were completely upgraded, new firing ranges have been created, additional classrooms have been
added, physical training buildings have been modernized, and Intelligence and Investigative
Training Centers have been brought up to date with focus on the ever-evolving high-technology
instrumentation. Virtual reality programs are also being used to assist in training (FBI.gov). In

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addition, real-time driving in emergency situations must also be practiced.
An FBI program known as the Tactical and Emergency Vehicle Operations Center
(TEVOC) teaches agents to handle a variety of automotive scenarios which may be encountered
on our world's roadways. Students, which range from local law enforcement, DEA, military, and
other global partners, learn how to track down and apprehend suspect drivers with minimal harm
to themselves and others during the process. Recognizing roadway dangers from vehicles and
being alert and reacting quickly are taught, as well as handling spin-out situations and instruction
on how to effectively ram an automobile, should that be necessary. Other driver training
techniques include evasive lane changes, remaining under control during extreme skidding, and
emergency braking (FBI.gov). In addition to training field officers, the FBI has a program for
training executive officers.
In 1975, the FBI created what would eventually become titled the National Executive
Institute, whereby special emphasis would be placed on training selected Academy graduates and
other persons of sufficient accomplished standing from metropolitan areas (cities of 250,000 or
more residents and 500 or more officers) to meet and discuss the challenges facing today's law
enforcement. Major topics for discussion at the NEI seminars include international political and
social trends which affect policing processes, ethics, hiring policies, media and labor relations,
financing, and modern criminal activity in general (FBI.gov). It was the NEI which created the
Law Enforcement Executive Development Seminar (LEEDS) program.
The Law Enforcement Executive Development Seminar (LEEDS) was begun in 1981,
and its focus is on training executive officers who monitor the training and capabilities of those
under them in the hierarchy of their respective agencies. LEEDS seminars include training on

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subjects such as leadership in general, strategic planning, social issues, legal issues, relations
with media, and more. Attendants to these seminars are also able to exchange information with
their peers, and have the opportunity to go over what works and what does not work within their
respective communities. Many graduates of the LEEDS seminars continue communication
afterward by becoming members of the non-profit FBI Law Enforcement Executive
Development Association (FBI-LEEDA) to continue their education in law enforcement matters
(FBI.gov). In addition to executive and special agent education and training, the FBI has
developed programs to bring them more in touch with communities. These include the Citizens'
Academy, the Chaplains' Program, and InfraGuard (Ennis, 2008, p. 13).
The Citizens' Academy program, separate from the formal FBI, was developed to create a
distinction that the FBI is an organization of community assistance rather than something to be
feared. Local citizens are encouraged to work and communicate with members of the some 56
FBI field offices in America. Citizen's Academy graduates or an FBI agent nominate potential
candidates, who then undergo a background check prior to being permitted to work within FBI
space. Students must be over 21 and a resident within the specific FBI field office. They attend
several three-hour classes over a period of eight to ten meetings, and learn about problems
associated with evidence collection, preservation of physical evidence, FBI jurisdiction,
fingerprint and forensic services, other related subject matter, and are instructed by senior agent
experts (Ennis, 2008, p. 13). The Citizen's Academy of the FBI works to promote a safer
community through service projects, educating businesses, labor, media, and other citizens on
how law enforcement functions as well as the limitations on FBI authority (p. 13).
The FBI Chaplains' program is designed to help people during times of emotional duress

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such as after shooting incidents, natural disasters, and accidents. Volunteer chaplains assisted in
consoling people after the September 11 attacks, combat veterans returning from recent Middle
East wars, and other events requiring similar assistance. There are currently over 100 chaplains
contributing to this program, providing relief during grief services and crisis intervention (Ennis,
p. 14).
InfraGuard was begun in 1996, and was developed at the request of computer
professionals who saw a need for protection against cyber crimes. A need was seen to share
information regarding network intrusions, information exploitation, and other computer software
associated threats to the computer infrastructure. There now exists several thousand private
sector members who work with the FBI in detecting intrusions to email, suspicious activities, and
reporting such events to the FBI for possible further investigation. In 1995 alone, there was
some 95 investigations conducted providing excellent results from the FBI/InfraGuard
partnership between some 16,000 InfraGuard members from 84 chapters nationwide. InfraGuard
has expanded from detecting possible criminals and terrorists to efforts focusing on potential
threats from chemical, energy, and possibly agricultural arenas. FBI Director Robert Mueller is
pleased with the InfraGuard membership expertise and assistance, and expects the organization
will continue to grow and provide help to Homeland Security and the Secret Service as well
(Ennis, 2008, p. 15).
Group efforts, such as those by InfraGuard and others, are instrumental in bringing
greater understanding of the many problems facing law enforcement, and how organizations can
work together to improve our ways of life. But every once in a while, certain individuals stand
above others in ability and achievement; Howard Teten is one of those people.

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Howard Teten is a former Marine and target shooting enthusiast. Teten was encouraged
by his local sheriffs to join law enforcement. After becoming a reserve deputy, Teten found
interest in crime lab activities, followed by a thirst for understanding the homicide crime scene
investigation, particularly where the psychology of the more abstract murderers was concerned.
He studied under forensic psychiatrist Douglas Kelly, a member of the team who conducted the
Nuremberg trials of post-World War II. Kelly encouraged Teten to take up criminal psychology,
which he did (Ramsland, 2011, p. 23).
Teten advanced on the understanding that a crime scene had the potential, due to the
physical evidence available, to tell much about the personality profile of the offender. In 1962,
Teten joined the FBI and obtained a master's degree in social psychology. Teten spent years
gathering information on homicide cases and abnormal psychology. By 1970, Teten asked to
teach a class on Applied Criminology, which he was permitted to do. Amazingly enough, Teten
and associates solved a cold case almost immediately. He then hooked up with Patrick Mullany,
a successful agent with an advanced degree in psychology and a seasoned instructor (p. 24).
Teten and Mullany teamed up to teach at the FBI National Academy in Quantico, Virginia.
Teten emphasized that criminal profiling was not an end-all exact science, and that it
should be enlisted as a tool primarily after all physical evidence was not enough to solve a case.
Teten taught that to be adept at profiling, one must see many crime scenes, have a background in
abnormal psychology, and look at bodies in autopsy rooms. One needed to know just how easy
it was to lose valuable physical evidence quickly at a crime scene, and that a body must be
looked upon no longer as a human being, but a treasure trove of evidence (p. 26). He taught that
the criminalist must look at where the violence, if any, occurred; where did it all begin; who

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found the body, and where was it dumped if that was the final resting place. He also instructed
that one should work in a large city for a period of perhaps six months, which was not well-
received by students, or they would lack the experience necessary for being a good criminalist
(p. 26).
After criminal profiling became inflamed by the media during the 1970s, with more
people claiming to be experts in who did what and why because of some vague understanding of
human behavior, Teten left teaching but developed additional topics of training which he valued
as much as criminal profiling. These topics included: stress studies so as to help undercover
agents; tests to determine an agent's ability to handle firearms effectively; a national assessment
as to the needs of police training; as well as important criteria to focus on with regards to
selecting special agents (p. 27).
In 1986, Teten retired from the FBI, but continued working as a consultant to television
shows with respect to forensic accuracy, which was sometimes ignored for sake of viewer
interest, and remains an instructor but on a volunteer basis for assisting senior citizens with their
computer needs (p. 27).
Conclusion
Whether individuals work as a reserve deputy sheriff for a small town, or have been
educated to the point of instructing at one of America's finest institutions for the support of
criminal investigation, federal undercover work, drug enforcement activities, or any of the
myriad of functions and processes comprising our criminal justice system, training of police and
FBI is integral to the successful mission of crime control. Police administration in its

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paramilitary format has proven to be successful on many fronts. The FBI's specialized focuses
on federal matters is a parent foundation for delivering up-to-date information regarding current
criminal trends and the elements necessary for suppression of crime-oriented processes. The
globalization of industry and its unfortunate criminal consequences, both high-tech and low-tech
entities, require that motivated instructors and current teaching and training programs continue to
be created and fill our students' minds, and produce effective individuals to handle the many law
enforcement tasks at hand.

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FBI.gov. (2014). http://www.fbi.gov/about-us/training/history.
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