A Qualitative Descriptive Study of Course Developer/Instructor: Incorporating Systems-Based Knowledge and a Systemic Approach to Performance-Based Instructional Design in Law Enforcement Training

The purpose of this qualitative descriptive study was to explore and understand the incorporation of systems-based knowledge and a systemic approach into performance-based instructional design (PBID) in law enforcement training at a regional police academy located in the Eastern time zone of the United States. The theoretical framework for this study was based on Bronfenbrenner's ecological systems theory (EST), which underscores the notion that the practical value of knowledge is measured by its effectiveness in a real-world application, aligning with the principles of performance-based learning. The central question asked was: How do CDIs' ascribed experiences with incorporating or lacking multiple levels of systems-based knowledge and a systemic approach in PBID in law enforcement training? Twelve participants were selected from a regional police academy incorporating systems-based knowledge and a systemic approach to PBID in law enforcement training. The data collection method was purposive sampling, semi-structured interviews, focus group discussions, and contextual observations. The data analysis used Braun and Clarke's thematic analysis method, which was tailored explicitly for assessing data from qualitative descriptive study. The data revealed shared patterns and themes related to PBID within law enforcement training. The result uncovered overarching themes: planning constraints, instructional challenges, systems integration challenges, adaptive design setbacks, and dynamic instructional training barriers. Five sub-thematic strategies also emerged in the analysis: regulatory compliance, mastery through progressive learning, challenges in simplifying systems in a short timeframe, gaps in training need analysis, and challenges faced by CDIs.