Improving police training from a cognitive load perspective

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.