Adaptation and Context
- Elgar original reference
Edited by Anders Örtenblad
Chapter 11: The police force: to be or not to be a learning organization?
We expect the police to protect our society against threats, as they pursue, detect, investigate and stop crime. We also trust the police to perform honestly, fairly, efficiently and in a lawful manner (Graham 2006). These responsibilities are becoming increasingly more challenging and complex, and so many countries give the police comprehensive powers. These comprehensive powers and new challenges have called for the Norwegian police force to develop a learning organization that focuses on experience-based learning, the evaluation and identification of important learning arenas, knowledge sharing across boundaries and police districts, and the creation of a strong learning culture (Filstad2010; Gottschalk et al. 2009). It is believed that a learning organization will enhance the intensity of knowledge to produce better-quality and more effective procedures, and encourage learning from experience, previous mistakes and successes. For example, to deal with potential terrorists, continued learning and knowledge sharing, and cooperation between police districts, is crucial as has been stated in several evaluation reports following the horror of 22 July 2011 in Oslo and Utøya.
You are not authenticated to view the full text of this chapter or article.
Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.
Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.
Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.