BIG PICTURE — How BPR&D designs police training
Both
manuals follow the same architecture:
Part A →
Course Guide (macro design)
Part B → Course Grid + Learning Ev
ents
(meso design)
Part C → Resource/Handout Material (micro design)
This
shows the national training design model used in police/prison training.
Why Structured Course
Design is Essential in CDTI Police Training
Central
Detective Training Institutes train Police Inspectors who directly influence
investigation, prosecution and the administration of justice. Because their
actions affect liberty, human rights and conviction rates, police training
cannot be informal or personality-driven. It must be structured, standardised
and continuously updated. The course plan–course grid–lesson plan model fulfils
this requirement.
1. Building Institutional Memory
One of
the most important reasons for structured course design is the need to build institutional
memory within training institutions.
Police
academies frequently experience:
- transfers of faculty,
- retirement of senior
investigators,
- dependence on guest
lecturers.
Without
documented course plans, valuable knowledge and teaching experience are lost
when individuals leave the institution. Structured course design preserves the collective
training wisdom of the organisation and converts the experience of senior
officers into permanent training resources.
Thus,
course planning acts as a repository of best practices developed over
years of training and field experience.
2. Supporting New Faculty and Trainers
New
instructors often join training institutes with strong field experience but
limited teaching experience. A structured course plan provides:
- clear training objectives,
- standard content,
- recommended teaching
methods,
- assessment strategies.
This
ensures that new faculty can deliver high-quality training immediately and do
not have to recreate courses from scratch. It ensures continuity and prevents
duplication of effort.
3. Preserving Best Practices of Experienced
Officers
Experienced
investigators and guest faculty possess invaluable tacit knowledge gained from
real cases and courtroom experience. If this knowledge is not documented, it
disappears with retirement or transfer.
Structured
course design converts:
individual experience → institutional knowledge.
This
ensures that future generations of officers benefit from the lessons learned by
earlier experts.
4. Ensuring Uniformity of Training Across the
Country
India’s
policing system is geographically and administratively diverse. Without a
structured curriculum, training content may vary depending on the trainer or
institution.
Course
grids and lesson plans ensure:
- uniformity in content
delivery,
- consistency in investigation
procedures,
- standardisation of
professional competencies.
This
uniformity is essential for maintaining consistent investigation standards
across jurisdictions.
5. Aligning Training with Law and Judicial
Developments
Police
work operates within a dynamic legal environment shaped by:
- new legislation,
- amendments,
- Supreme Court and High Court
judgments,
- evolving forensic and
digital technologies.
Structured
course plans enable periodic revision and updating of training material. This
ensures that officers are trained according to current law and judicial
expectations, reducing investigation errors and improving admissibility of
evidence in court.
6. Developing Competency-Based Training
Modern
police training must focus on what officers can do, not merely what they
know. The structured training model links:
- course objectives,
- learning units,
- lesson plans,
- practical exercises.
This
ensures that training progresses logically from knowledge to skills and
real-world application.
7. Enhancing Accountability and Evaluation
Structured
training allows:
- evaluation of learning
outcomes,
- feedback collection,
- continuous improvement of
courses.
It also
provides documentary evidence that officers have been properly trained
according to national standards.
Conclusion
The
structured course design model is essential in CDTI police training because it
builds institutional memory, preserves best practices, supports new faculty,
ensures uniformity of training, enables continuous updating with legal
developments, and promotes competency-based learning. It transforms police
training from a personality-driven activity into a systematic, standardised and
sustainable professional process.
FINAL SUMMARY — WHAT EACH
COMPONENT CONTAINS
|
Component |
Purpose |
Level |
|
Course
Plan |
Why + Who + What |
Strategic |
|
Course
Grid |
What topics |
Curriculum |
|
Learning
Unit |
Module objectives |
Modular |
|
Learning
Event |
Session design |
Instructional |
|
Lesson
Plan |
Hourly teaching |
Operational |
|
Trainer
Guide |
Faculty manual |
Delivery |
|
Handouts |
Participant material |
Support |
1. COURSE PLAN (MACRO LEVEL
DESIGN)
This is
the master document of the entire training programme.
From the
manuals, the course plan always includes:
1. Emergence / Need of the Course
Why the
training is required.
Example
from cyber manual:
- Growth of cybercrime
- New criminal laws (BNS,
BNSS, BSA)
- Need for digital evidence
competence
Training Manual On Investigation…
Example
from prison manual:
- Training Need Analysis (TNA)
- National Training Policy
2012
- Court judgments and MHA
advisories considered
Draft booklet training manual p…
👉 For your CJS course, this section should include:
- New Criminal Laws
implementation
- Need for forensic &
digital competence
- Investigation quality and
conviction rates
- Role of Inspectors as IOs
2. Aim of the Course
Broad
mission statement.
Example:
- “To equip Police
Investigating Officers with knowledge, skills and procedural discipline.”
Training Manual On Investigation…
👉 For CJS course:
- Build legal + forensic +
procedural integration skills
3. Target Group / Designed For
Defines
learner profile.
Examples:
- Warders → Chief Head Warders
draft booklet training manual p…
- Investigating Officers /
Cyber Police
Training Manual On Investigatio…
👉 For CDTI:
- Police Inspectors
- Investigating Officers
- Crime Branch Officers
4. Facilitators / Faculty Mix
Both
manuals emphasise multi-disciplinary faculty:
Typical
mix:
- Police trainers
- Forensic scientists
- Legal experts / prosecutors
- Psychologists / domain
experts
👉 For CJS course:
Add:
- Judges / prosecutors
- Digital forensic experts
- FSL scientists
5. Style of Training (Adult Learning)
Key
pedagogy:
From
cyber manual:
- Lecture + case studies +
simulations + drafting exercises
Training Manual On Investigation…
From
prison manual:
- Self-directed learning,
discussion, experience sharing
draft booklet training manual p…
👉 This is critical for police training:
Training must be:
- Practice-oriented
- Scenario-based
- Experience-driven
6. Course Objectives (Learning Outcomes)
These are
competency statements.
Example:
Participants will be able to:
- Apply legal provisions
- Handle evidence
- Avoid investigation errors
Training Manual On Investigation…
👉 For CJS course:
Divide into:
- Knowledge outcomes
- Skill outcomes
- Behaviour outcomes
2. COURSE GRID (MESO LEVEL
DESIGN)
The
course grid is the curriculum map.
In the
prison manual, the course grid lists all learning units visually.
draft
booklet training manual police…
Example
grid topics:
1. Stress concept
2. Causes
3. Sources
4. Symptoms
5. Effects
6. Management
7. Relaxation
8. Work-life balance
9. Healthy lifestyle
draft booklet training manual police…
👉 Meaning of Course Grid:
It shows:
- Entire syllabus at a glance
- Logical sequence of topics
- Coverage of competencies
👉 For CJS course, grid might be:
1. CJS Overview under new laws
2. FIR & registration
3. Scene of crime & forensics
4. Evidence collection
5. Digital evidence
6. Interrogation & statements
7. Charge sheet preparation
8. Trial & court testimony
9. Ethics & human rights
3. LEARNING UNIT (MODULE
DESIGN)
Each Learning
Unit (LU) is a module.
From the
manual structure, each LU includes:
A. Training Objective
What
trainee will be able to do.
Example:
“Explain concept of stress.”
draft
booklet training manual p…
B. Enabling Objectives
Sub-skills
needed to achieve main objective.
Example:
- Define stress
- List types
- Explain GAS
draft booklet training manual p…
👉 This is Bloom’s taxonomy in action.
4. LEARNING EVENT (SESSION
DESIGN)
This is
the heart of training design.
Each
learning event contains a table with:
|
Component |
Meaning |
|
Training
objective |
Outcome |
|
Content |
What to teach |
|
Method |
How to teach |
|
Media |
Tools used |
|
Time |
Duration |
|
Trainer |
Who teaches |
|
Performance
aid |
Support tools |
|
Assessment |
How learning checked |
This
format appears repeatedly in the manual.
draft
booklet training manual p…
👉 This is the standard police training session
template.
5. LESSON PLAN (MICRO
LEVEL)
Lesson
plan = hour-by-hour delivery plan
The
manual gives day-wise timetable:
Example:
- Ice breaking
- Lecture
- Discussion
- Panel discussion
- Role play
- Video session
draft booklet training manual p…
A lesson
plan must include:
Before session
- Materials ready
- Guest speakers briefed
- Handouts printed
draft booklet training manual p…
During session
- Ice breaker
- Lecture
- Activity
- Discussion
- Exercise
After session
- Recap
- Assessment
- Feedback
- Debriefing
6. TRAINER GUIDE (FACULTY
MANUAL)
Trainer
guide acts as implementation manual.
Key
functions:
- Helps recall content
- Lists questions &
responses
- Gives briefing/debriefing
points
- Guides use of media
draft booklet training manual p…
Pre-course
preparation includes:
- Participant list
- Resource kit
- Permissions for field visits
draft booklet training manual p…
👉 For CJS course:
Trainer guide should include:
- Court simulation
instructions
- Evidence handling demo steps
- Role play scripts
7. HANDOUT (HO) MATERIAL
The
manual repeatedly mentions HO-01, HO-02….
Handouts
are part of Resource Material (Part C).
draft
booklet training manual p…
Handouts
include:
- Checklists
- Tools
- Exercises
- Case studies
- Soft skills material
- MCQs
draft booklet training manual p…
👉 For CJS course handouts should include:
- FIR checklist
- Scene of crime checklist
- Seizure memo templates
- Chain of custody form
- Digital evidence seizure SOP
- Charge sheet template
8. ASSESSMENT COMPONENT
Assessment
is usually:
- Informal feedback
- Exercises
- Post-course evaluation
draft booklet training manual p…
Also
includes:
- Poster presentations
- Case presentations
- Article analysis
- Perceived Stress Scale
(example)
draft booklet training manual p…
👉 For CJS course:
Use:
- Mock investigation
- Court testimony simulation
- Drafting exercises
- MCQs
Vestibule
teaching (Vestibule training) is a training method where learners are trained
in a simulated work environment that closely resembles the real workplace, but
without the real risks or pressure.
It is
extremely relevant for police, forensic, cybercrime, and criminal justice
training.
Simple Definition
Vestibule
training = “Practice before real duty.”
Trainees
learn by doing in a mock / simulated setting that replicates:
- tools
- procedures
- workflow
- decision-making
…but without
real cases or consequences.
Why the term “Vestibule”?
In
architecture, a vestibule is an entrance lobby before entering the
main building.
Similarly:
Training
happens before entering real field duty.
Core Idea
Instead
of:
- Classroom theory → straight
to real work
Vestibule
training gives:
- Classroom → Simulated
practice → Real work
Key Features
|
Feature |
Meaning |
|
Simulated
workplace |
Looks like real work setting |
|
Real
tools |
Same equipment used in field |
|
No real
risk |
Mistakes allowed |
|
Instructor
supervision |
Trainers guide learning |
|
Skill-focused |
Learning by doing |
Why It Is Perfect for
Police & CJS Training
Police
work involves:
- risk
- public interaction
- legal consequences
- evidence handling
Mistakes
in real cases can cause:
- acquittals
- human rights violations
- loss of evidence
Vestibule
teaching prevents this by letting trainees make mistakes safely.
Examples in Criminal
Justice Training
1. Mock Crime Scene Laboratory
Trainees
practice:
- cordoning scene
- evidence collection
- photography
- chain of custody
Before
doing it in real crime scenes.
2. Mock Courtroom Simulation
Trainees practice:
- giving evidence
- cross-examination
- presenting case diary
Before
appearing in real court.
3. Cyber Crime Lab Simulation
Trainees
practice:
- seizing laptops
- imaging hard drives
- analyzing digital evidence
Without
damaging real evidence.
4. Interrogation Room Simulation
Trainees
practice:
- questioning techniques
- recording statements
- legal compliance
Without
risking coercion or rights violations.
Difference from Other
Teaching Methods
|
Method |
Nature |
Risk level |
|
Lecture |
Theory
only |
No risk |
|
On-the-job
training |
Real
work |
High
risk |
|
Vestibule
training |
Simulated
work |
Safe
risk |
👉 Vestibule training is the bridge between theory
and field work.
Advantages
1. Safe learning
Mistakes
do not harm real cases.
2. Skill development
Focus on practical
competence, not just knowledge.
3. Confidence building
Reduces
fear before real duty.
4. Standardisation
All
officers trained in the same procedures.
5. Better conviction rates
Because
officers practice investigation before doing real investigations.
Limitations
|
Limitation |
Explanation |
|
Costly |
Requires labs, mock setups |
|
Needs
planning |
Simulation design required |
|
Cannot
replicate real stress fully |
Field pressure is higher |
Why CDTI Should Use
Vestibule Teaching
It is
ideal for:
- Investigation training
- Forensic procedures
- Digital evidence handling
- Court testimony
- Scene of crime work
In modern
police training, vestibule teaching is considered essential.
One-line exam definition
Vestibule
teaching is a training method in which trainees learn job skills in a simulated
work environment that replicates real workplace conditions before performing
actual duties
What is “Café Coronary”
teaching?
It is a dramatic
role-play simulation where trainees respond to a sudden emergency scenario
in a public place.
The name
comes from a classic training scenario:
A person
suddenly collapses in a café due to a heart attack.
Trainees
must react as if it is a real incident.
Simple Definition
Café
Coronary method = Learning through a realistic emergency role-play simulation
in a public setting.
It is learning
by acting in a staged crisis.
Why it is called “Café
Coronary”
Historically
used in CPR and emergency response training, where:
- Someone collapses in a café
- Bystanders panic
- Trainees must respond
immediately
Today the
method is used in:
- Police training
- Disaster response training
- Medical training
- Crisis management training
Key Features
|
Feature |
Meaning |
|
Realistic
scenario |
Looks like real-life event |
|
Surprise
element |
Trainees not fully prepared |
|
Role
play |
Actors play victims/bystanders |
|
Time
pressure |
Immediate response required |
|
Debriefing |
Learning happens after the
exercise |
How the Method Works
(Step-by-Step)
Step 1 — Scenario Setup
Trainer
secretly prepares a realistic scene.
Example:
- Café / railway station /
street
- Actors acting as victims or
public
Step 2 — Incident Happens Suddenly
Example:
- Person collapses
- Crowd gathers
- Someone shouts for help
Trainees
are not warned beforehand.
Step 3 — Trainee Response
Trainees
must:
- Assess situation
- Take decisions
- Act under pressure
- Work as a team
This
tests:
- skills
- communication
- leadership
- decision-making
Step 4 — Observation
Trainers
observe silently:
- mistakes
- delays
- teamwork
- procedure compliance
Step 5 — Debriefing (Most Important)
After
exercise, trainers discuss:
- What went right
- What went wrong
- How to improve
👉 Learning happens mainly during debriefing.
Why It Is Powerful Learning
Because
it develops real-life behaviour, not just knowledge.
It
trains:
- reflex thinking
- crisis response
- teamwork
- communication
- emotional control
Use in Police &
Criminal Justice Training
Perfect
for CDTI training.
Examples:
1. Sudden Crime Scene Scenario
Officer
in cafeteria → hears gunshot → must:
- secure scene
- call backup
- protect evidence
- control crowd
2. Custodial Emergency Scenario
Prisoner
collapses in lock-up → officers must:
- provide first aid
- call medical help
- record incident
- inform seniors
3. Bomb Threat Scenario
Suspicious
bag found in canteen → officers must:
- evacuate area
- cordon scene
- inform bomb squad
4. Cyber Incident Simulation
Bank
official rushes in reporting ransomware attack → trainees must:
- register FIR
- preserve digital evidence
- contact cyber unit
Difference from Regular
Role Play
|
Role Play |
Café Coronary |
|
Planned
and announced |
Surprise scenario |
|
Controlled
classroom |
Realistic environment |
|
Focus
on dialogue |
Focus on crisis response |
|
Low
pressure |
High pressure |
Advantages
1. Realistic training
Simulates
real-life stress.
2. Tests behaviour
Shows how
officers actually act.
3. Improves teamwork
Requires
coordination.
4. Enhances decision making
No time
for long thinking.
5. Highly engaging
Participants
remember it strongly.
Limitations
|
Limitation |
Reason |
|
Needs
actors & planning |
Resource intensive |
|
May
cause anxiety |
Stressful for trainees |
|
Requires
skilled debriefing |
Trainer expertise needed |
One-line exam definition
Café
Coronary method is a surprise emergency simulation used for training trainees
to respond effectively to real-life crisis situations through role play and
debriefing
1. Level of understanding application equipment
facilities classroom arrangement with lectures computer with PowerPoint LCD
projector and screen participant equipment list examples of digital evidence
laptop flash drive cell phone method of instruction presentation ppt group
discussion small group activity simulation participant material handle
participant guide case study processing digital evidence booklet activity
processing digital evidence
2. Processing evidence digital information
3. Terminal objective by the end of this module
participants will be able to demonstrate steps to take in processing digital
information at the crime scene
4. Introduction terrorist organisations are often
technically sophisticated and operate virtually relying on the Internet and
cell phone to communicate clues to terrorist activities and information about
past and future operations can often be found on computers cell phone and data
storage devices crime scenes may also content in the form of more traditional
non digital info like documents consideration and techniques for processing
digital information
5. Key terms Faraday bag device used to cut off
communications to mobile devices for Wi-Fi and radio band frequencies
6. Non volatile data return to a hard drive or
other storage device this information will remain when the device is power off
7. Question document animaterial substance
bearing marks or symbols whose authenticity or origin is under scrutiny
8. Volatile data contents of physical memory Ram
Ram contains avoid variety of artefacts are evidence relating to how the device
is configured and how it was being used this information is no longer
accessible when the device is Power off
9. Facilitator note for this module allot
sufficient time for discussion and activity discussion cyber forensics 10
minutes activity digital evidence one hour in this module participants learn
about evidence from digital and non digital information this module is
delivered using a combination of lecture illustrated by ppt and group activity
all material in the lesson plan that is measured on the slides will be
delivered in the order presentation and all points will be covered
10.
Slide one processing evidence digital
information title slide for the module facilitated note introduced the model
slide to terminal objective by the end of this module participants will be able
to demonstrate steps to take in processing digital information at the crime
scene facilitator not review the learning objectives for the audio for the
module
11.
Learning objectives at the conclusion of this
module participants will be able to describe the importance of collecting
information at the crime scene identify types of information to collect
identify potential sources of digital data describe special considerations for
collecting digital evidence describe steps to take in processing digital
information
12.
Case study posting on an Al-Qaeda website lead
British police to the house of an illegal immigrant search of the house
resulted in Caesar of a laptop containing videos and files and how to make
bombs suspect convicted and sentence to 7 years in prison facilitator not refer
participants to the case study provide summary of the following details in the
case in 2008 police investigating messages posted to your website affiliated to
the person posting the messages to a house
13.
Posted your house in a city the house was
owned by dash and albanian what illegal immigrant
14.
A search of the house resulted in discovery of
a laptop 15 mobile phones 4 kg box of potassium nitrate 71 l of gasoline and a
shotgun cartridge
15.
Police sized the computer and forensic
analysis of it revealed instructional videos on bomb making text documents on
making deternators and files from a web chat room expressing interest in
killing soldiers
16.
L confirm he was the soul occupant of the
house and soul owner and user of computers he did not provide an adequate
explanation for why here 15 mobile phones except for stating that one of the
phone was of his friend when question about some of the files contain on his
computer he made no comment he denied ever seeing or touching potassium nitrate
and stated that he had purchased gasoline in preparation for acquiring a bigger
car in December
17.
In December next year following a trial l was
convicted of 5 offences of processing documents for the purpose of terrorism
and was sentenced to 7 years in prison
18.
As appropriate present an example from your
experience on a case that feature digital evidence it should have culturally
appropriate to the participants and be succinct
19.
Digital evidence module chapter slide
facilitator not translation to the next section on digital evidence
20.
Next slide types of digital evidence give
images of digital evidence facilitator note explain the digital evidence can
come from traditional devices like laptop or desktop but it can also be found
in a variety of non traditional sources like cell phone iPad USB GPS devices
and flash and storage media
21.
Digital evidence can come from traditional
devices like laptop and desktop non traditional devices like phone iPad USB GPS
flash drive storage card iot crypto
22.
Types of digital data volatile data contents
of physical memory is lost when machine is power off and non volatile data it
is written to a hard drive it remains in storage even after it is power off
facilitator not explain the types of digital data
23.
Digital data includes volatile data which is
contents of physical memory Ram Ram contains avoid variety of artefacts or
evidence relating to how the device is configured and how it was being used
volatile data is lost when machine is power of
24.
Non volatile data which is data written to a
hard drive or storage device non volatile data remains in the storage even in
the absence of electrical power
25.
Flight 13 discussion cyber forensics does your
organisation have cyber forensic investigator facilitator note explain that the
first choice when presented with digital evidence at a crime scene his two
contact a trained cyber forensics investigator conduct group discussion by
asking the participant does your organisation have cyber forensics investigator
acknowledge response question about the participants experience 10 minutes for
discussion
26.
:
Slide processing digital evidence in computers if no cyber team is available
photograph the computer formal angles with tag levels for each wire unplug the
power cord disconnect any connections label all connections package the
computer peripherals cards storage media as evidence
27.
Facilitator note review the steps to take for
computers if no trend assistance is available refer to the note on processing
digital evidence
28.
An untrained crime scene technician should not
attempt to collect digital evidence unless it is absolutely necessary to
prevent the laws of potential evidence in such a case the crime scene
technician musk thoroughly document is actions using notes and photographs and
secure the items until forensic examination can be conducted by a friend
officer if it rain expect is not really available then
29.
Photograph the computer formal angles
including screen and any connections
30.
Disconnect the computer from power for a
desktop full the power cable from the computer and then full the cable from
wall socket if the computer is of do not turn it on
31.
:
If the computer is connected to a UPS our supply pulling the plug from wall
outlet or Power strip may not remove power from the computer some
uninterruptable Power supplies communicate with the computer via USB and send a
command to the computer to initiate and normal shutdown when the sense a power
failure to avoid this full the power called from the machine first and then from
the wall socket
32.
Are laptop remove the battery then disconnect
the power cord from the laptop not the wall outlet if the laptop has non
removable built in battery remove our God then hold down the power button until
laptop abruptly shut up take over the power receptical on the back of the
computer sign on it disconnect any connections label all connections take photo
of the connection with label package computer
33.
Package computer peripheral devices chords
storage media as evidence
34.
Use bubble wrap to protect the device do not
use styroform as it generates static electricity that could damage the device
35.
Keep devices from extreme heat humidity and
magnets radio transmitters in a typical police car trunk have large magnets
deliver the device to lab or police storage malkhana without and you delay
36.
Processing digital evidence cell phone if no
cyber team is available if the device can be shut down please shut it down if
the device cannot be shut down leave it in running condition with power on
shield the device package and label the device facilitator not review steps to
take for a cell phone when I know trend assistance is on hand refer to the note
on processing digital evidence
37.
If a cell phone is found at a crime scene and
a trend expert is not readily available if the device is running and can be
shut down please shut it down if the device cannot be shut down leave it
running for all devices whether running or filled the device from the network
by switching device in airplane mode putting device in a Faraday bag and see it
in a paint can rap the device in several layers of aluminium foil package and
label the device deliver and you delay and you and you and you
38.
Flight activity digital evidence work in small
groups identify and list sources of digital information document and process
the evidence
39.
Facilitator not set up
40.
In advance of this activity gather three sets
of examples of digital evidence including laptop note if classroom laptop is
used at the facilitators description the devices maybe running
41.
Cell phone at facilitators description
participants may document and package their own cell phone
42.
Digital camera with memory card USB drive
forms magazines or papers with indented writing receipts
43.
Gather packaging material for this activity
gloves evidence tape scissors utility nice acetate shoes Manila folders bubble
wrap sheet cardboard box for laptop paper bags
44.
Conduct activity to conduct the activity
classroom will work in assigned team with their facilitator
45.
River participants to note on activity of digital
evidence
46.
Tell participants to work in groups identify
and list sources of digital information and non digital information
47.
Participants will document and process the
digital evidence with the facilitator providing assistance necessary to his
assigned group allow one hour on the participants to conduct the activity to de
brief the activity facilitator review the actions taken by his group in
processing the same and provide suggestions as appropriate for improving
techniques
48.
Module summary digital information facilitator
note lead shot group discussion to summarise and recap what was learnt in this
module using lesson objectives for the structure describe importance of
collecting information at crime scene identify types of information to collect
identify potential source of digital data describe special consideration for
collecting digital evidence describe steps to take in processing digital and
non digital information ask for and resolve outstanding questions
49.
Module summary the module is addressed some of
the unique considerations for processing is digital information including
sources special considerations for digital evidence crossing digital
information module complete
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