Police training programs and institutional performance of security sector in Uganda. A case of Uganda police station, Kampala

Abstract

The study examined the relationship between police training programs and institutional performance of security sector in Uganda basing on a case study of UPF, Central Police Station. The objectives were to examine the relationship between technical skills training and institutional performance at UPF, Central Police Station, to assess the relationship between coaching programs and institutional performance at UPF, Central Police Station and to examine the relationship between mentorship and institutional performance at UPF, Central Police Station. The study adopted a cross-sectional research design and employed mixed methods research approach. Simple random sampling and purposive sampling techniques were used to select 118 respondents who were drawn from a population of 180 individuals. A questionnaire and interview guide were used to obtain data. Results show that 73.5% of respondents agreed that officers are regularly equipped with modern technical skills, while 60.2% confirmed training in digital tools. It was also revealed that 42.8% disagreeing compared to 44.9% agreeing, indicating gaps in linking training outcomes to performance objectives. The study also revealed that Only 48.0% agreed that structured coaching enhances problem-solving abilities. The findings also showed that while 50.0% agreed that officers are regularly coached by senior staff, notable proportions disagreed on key aspects, including goal-oriented guidance (47.9%). The study concluded that technical skills training at UPF, Central Police Station can be concluded to be a central driver of operational effectiveness and professional competence, forming a critical foundation for day-to-day policing performance in a complex and increasingly technology-driven security environment. It was also concluded that coaching makes only a marginal and uneven contribution to institutional performance, with officers relying more heavily on personal experience and situational learning than on structured developmental guidance. The study therefore recommended that UPF, Central Police Station should formally integrate technical skills training outcomes into its internal performance management and appraisal systems so that acquired technical competencies are explicitly reflected in officers’ targets. It was further recommended that senior officers and unit commanders at UPF, Central Police Station should be trained and evaluated on their coaching responsibilities, with coaching effectiveness incorporated into their leadership performance assessments to reinforce commitment and supervisory accountability. The Uganda Police Force Training and Human Resource Directorates should develop standardized mentorship training for senior officers, equipping them with skills to effectively guide mentees in ethical conduct, investigative practices, problem-solving, and professional decision-making.