As has been indicated in the above, the ranger trainee and the parttime seasonal employee should be given every possible opportunity to increase their professional capabilities.

The goal of the training program should be to increase profession. competence to the utmost degree possible while providing the necessary incentives to maintain qualified personnel. One significant way in which this can be accomplished is through the maximum development of the seasonal employee. These individuals, who are primarily college students, are valuable augmentations to the permanent ranger force. Their duties and job responsibilities are in large measure very similar to those of their full-time counterparts, particularly in respect to public contact.

To fulfill the most effective manpower allocation plan recommended in this report, it is maintained that these individuals can and should be put to much greater use than is presently the case. In their daily operations these individuals will naturally serve a significant role in a resource and visitor protection capacity and should be trained in the same disciplines as the full-time ranger, although they need not be given the power to issue citations. They should be fully aware, for example, of public relations techniques, interpersonal relationships, the use and abuse of authority, recreation skills, management of the environment and similar matters as the full-time ranger. It has been recommended, therefore, that basic and in-service training be offered to these individuals just as it is to the full-time ranger. Part-time seasonal employees should additionally receive credit toward government service if these courses are successfully completed and applied to later full-time service.

The encouragement of college and junior college education for fulland part-time personnel alike should be a priority for the Corps. Presently the Federal Government is financing the education of a number of rangers in appropriate fields of study. This should be propitiously encouraged at the project level. In addition to receiving credit toward government service for summer employment, the seasonal employee should be

able to utilize a form of the "co-op" program presently available to other government employees such as the Law Enforcement Education Program provided by the Law Enforcement Assistance Administration. This program allows a college student to attend the university or college of his choice at government expense while serving interim periods on the government job in which he or she is being educated. Upon graduation the individual is obligated to serve a minimum amount of time in the actual governmental position for which he is training.

If the Corps of Engineers wishes to creatively expand their recreation role and to utilize the best possible personnel in this effort, it must accent these and other forms of career development and personnel retention practices. The expenditures associated with these programs are easily repaid when:

Personnel who are trained and experienced in the recreation-
resource field are not lost to other professions.

Trained and experienced seasonal employees consistently return to the same summer jobs without the need for extensive basic training.

Seasonal employees consistently pursue full-time employment
after initial contact with the Corps.

The cost savings associated with accomplishments in these areas more than offset the initial expenditures incurred in training and personnel benefits and options plans.

Certain other areas of study should be considered for all levels within the organization. For example, the local junior college, university and adult continuing educational programs may also provide instruction in the behavioral sciences such as psychology, sociology, human relations, juvenile delinquency and others. Exposure to these areas can serve to increase the understanding of the individual officer and improve the overall efficiency of the department.

Nearly all visitor protection tasks involve people, and the accomplishment of the law enforcement purpose necessitates a control of people that is best affected by winning their compliance with laws and ordinances. Thus, an important training objective is an understanding of human inhibitions, emotions, reactions, and attitudes, and of techniques that promote desirable relationships between the ranger in the law enforcement function and the public. Training should also emphasize that the ranger must scrupulously avoid corruption, brutality, and prejudice.

Regardless of the length or type training received, complete and accurate training records should be maintained on each ranger. These records not only provide a basic source of information for scheduling needed courses but insure that training of individual officers is not repeated nor particular areas of instruction neglected.

For an effective law enforcement training program for rangers to be formulated on anything approaching a rational and scientific basis, it is obvious that as much information as possible relating to the rangers job, in the ranger-visitor protection function, must be collected. It is essential to know how the ranger views his role in enforcement of rules and regulations and how the recreation community receives the ranger in this security role. When we know accurately what it is that a ranger does during his tour of duty concerning resource and visitor protection, it will become a much easier matter than it is now to make decisions relative to what a ranger should be trained to do in this function. Then the relative importance of each component of the training program can be determined as well as the amount of time devoted to each component.

In the section on Standards, the PRC/PMS recommendations for the ranger's future role were discussed. The cooperation with the law enforcement element was stressed. The importance of the ranger's role in this area cannot be underemphasized.

The following courses are offered as an example of some of the law enforcement inputs to the overall ranger training program. Courses dealing with the natural sciences and resource management are not included here because this emphasis for the report has been on law enforcement. However, it is felt by the study team that these courses are of the utmost importance and should be expanded to meet the growing needs of recreation. The following courses are offered for possible inclusion into the training program from the law enforcement perspective:

Patrol and Traffic Training;

Rules of Evidence;

Federal, State, Local Ordinances and Special Ordinances;

Ranger Jurisdiction and Authority;

Physical Training;

Defense Tactics;

Department Orientation and Policy;

Community Relations, Human Behavior, Public Relations;

First Aid and Lifesaving;

Communications Network Training;

Public Speaking;

Report Writing;

Driving Techniques;

News Media Relations;

Juvenile Behavior;

Narcotics and Drug Abuse Training;

Law Enforcement Technology;

Care and Operation of Departmental Equipment;

Geography of Patrol Area;

Departmental Procedures in Handling Catastrophes, Disasters, and Fires;

Departmental Procedures Relating to Civil Complaints, Domestic Complaints, Mental Illness, Animal Bite Cases, Trespass Complaints, Drug and Drunk Driving Complaints;

Handling of Lost, Stolen and Recovered Property;

Organization of Federal, State and Local Courts and Military
Courts;

Court Demeanor and Testimony.

Additional training should include:

E.

Instruction in law, psychology, and sociology specifically related to interpersonal communication, the ranger-law enforcement role and the community;

Assigned activities away from the training academy to enable the ranger-officer recruit to gain specific insight in the Corps area, criminal justice system and local community;

Remedial training for individuals who are deficient in their training performance but who, in the opinion of the training staff, demonstrate potential for satisfactory performance;

Career Development

If the Corps of Engineers wishes to effectively achieve professionalization in their ranger program, they must recruit and maintain quality personnel and promote highly adequate supervisors. A career development program is a means to this end.

The objectives of career development for the Corps of Engineers should consist of:

Assuring that all line personnel are kept informed on the most recent professionally accepted standards of performance and knowledge;

Assessing present personnel to determine if persons of considerable potential are available for managerial, professional, and specialist positions;