Program. This limits the time available for job-related training. However, there are other ways for
providing a continuous and professional MP training program.
b. A 10 to 15 minute period of time before each shift change may be allotted for training.
Presentations may be made by the shift supervisor, desk sergeant, MPDO, MPI personnel, or any
combination of instructor best suited to the subject matter and the situation. Because of limited time, an
instructor centered approach will probably be used with little student participation. The presentation is
basically a lecture, a good medium for technical and instructional material. The drawback is that with
limited student participation, it may be difficult to maintain the interest of the students. This may be
overcome by anticipating the problems that MPs face in their everyday duty. Center training on these
areas. For example, presentation on protection and handling of evidence should refer to specific
incidents affecting MPs in that unit. Show mistakes in evidence handling made in previous cases. Then
show the correct method. The presentation becomes more personal and interesting to the students. The
instructor should also stress the importance of the instruction and the manner in which individual police
actions may affect others. A presentation of safe driving habits should make the MP realize that a
mistake in driving could endanger the lives of others. It may also adversely affect criminal prosecution
or present a poor public image. You should appoint an officer or NCO well versed in training as
supervisor to administer the program. If responsibility is spread among several persons, some of the
continuity and quality of the program may be sacrificed.
A short period of instruction must be well planned to be effective. In preparing lesson plans for training,
keep in mind that the goal is to present mission oriented, job-related material in the most interesting way
possible. The person preparing the lesson plan must try to anticipate the kind of questions the student
would ask. There is little time for student participation. Material on "how to" has priority over
theoretical concepts. However, the latter should be included wherever necessary. Sources of material
for lesson plans need not be limited to the soldier's manuals or to MP SOPs, though these are important
sources.
c. Some of the training materials published for use by civilian police departments (such as
international Association of Chiefs of Police publications) may be helpful. The FBI and the Military
Police School are other good sources of references for training publications.
d. Training should be conducted in a well lit area free from distractions and with seats available
for all students. It is not a good practice to present training to MPs standing in formation for guard
mount. Use of training aids may improve the presentation by making the subject matter more interesting
and understandable. The pin-map is an important training aid which can be used for training, shift
briefing, and debriefing. Graphs and charts are helpful when presenting numerical data. Imaginative
use of audio tapes, movies, and slides will capture the attention of students and present the subject
matter in a more dramatic way. The video tape recorder has proven
MP2003
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