At the Institute of Public Safety, we conduct a scenario weekend at the end of the academy. The weekend lasts approximately 30 hours, and the recruits experience a variety of civil and criminal scenarios. During these scenarios, I am routinely disappointed in the student's performance during one scenario or another. As a result, I asked the instructors what we could do to enhance performance without teaching the scenario. Their view is less critical than mine, and they tell me the students’ performance, for the most part, is where it should be or at least what the instructor expects . . .
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