Field Training Officer (FTO) Certification - Online | $650.00

Field Training Officer (FTO) Certification course parallels our instructor-led curriculum and is designed to introduce the trainer to the history and program aspects associated with the San Jose Field Training and Evaluation Program (FTEP) model. Virtually facilitated activities and video assessments will inspire participants to want to train. Realistic online activities and practical application will develop critical leadership, interpersonal and coaching skills that are needed to work in stressful one-on-one training environments.

Goal: Develop the FTO’s ability to coach and train under the application of the San Jose Field Training and Evaluation (FTO) Model.

Methodology: Blended eLearning facilitated via Online Learning Management System (LMS)

Length: Participants can access the course 24-hours a day at their own pace, via our online LMS. Unless otherwise agreed upon or due to extenuating circumstances the course access is set to be completed within 60 days of initiation. We find that the typical student completes the full course within a two-week period.

Audience: Staff who provide one-on-one apprenticeship coaching and onboarding of new and lateral employees. Suitable for sworn or civilian employees, regardless of assignment (Patrol, Corrections, Wildlife, Dispatch, Specialty and Training Coordinators).

The curriculum of the Blended eLearning Basic Field Training Officer Certification is based upon our 32-hr. instructor-led FTO course, but it is formatted for online methodology. Select modules will have clearly defined assignments that are submitted seamlessly through the LMS. Each of these required assignments receives our training team’s review and individualized coaching feedback within 48 hours of submission. The final modules involve practical application, which includes a trainee role-played debriefing and completion/submission of a Daily Observation Report.

The course is designed to introduce the trainer to the history and program aspects associated with the San Jose Field Training and Evaluation Program (FTEP) model. Objectives include a review of mandated requirements and roles/responsibilities associated with field training, documentation, and related legal matters.

Built around eight core modules, this highly engaging course focuses “behind the badge” and expands well beyond the FTEP programmatic aspects.

Module 1 – FTO Program and the FTO (Process, Systems, Forms and Roles)

Module 2 – Leadership -The Trainer’s Influence

Module 3 – New Trainee Welcome and Kick-off/Integration

Module 4 – Coaching Adult Learners (Characteristics, Communication and Feedback)

Module 5 – Bloom’s Taxonomy & Evaluation Approaches

Module 6 – Emotional Intelligence and the Everything DISC ^©

Module 7 – Remediation, Methods of Instruction and Training Liability

Module 8 – Practical Application

Activities are designed to emphasize the importance of creating learner-centric training environments that excite and prepare the new employee for success in their chosen profession or new agency. Class facilitation is structured to inspire trainers and to develop critical leadership, interpersonal and coaching skills that are needed to work in stressful one-on-one training environments. Activities support problem-based learning, positive facilitation strategies, self-assessment, critical-thinking, and problem-solving aligned with general coaching strategies.

Our overall training approach is intended to offer tools to address the learners’ affective, cognitive and psychomotor learning domains. Similar to what the trainer will perform in the field, our instructional approach accommodates various methods of explanation, demonstration and the opportunity to learn through hands-on practical applications.

Participants will view multiple instructional approaches using video-taped trainee and trainer interactions. These video samples illustrate various training approaches evolving from employee integration to pre-and de-briefing dialogues. This diverse instructional approach enables the application of sound adult learning principles and individualized training approaches. We find that by doing so the trainer maximizes valuable field training time, gains methods to overcome training challenges, ultimately allowing the officer in training to learn at the appropriate individual pace.

Objectives:

Conduct a detailed analysis of Bloom’s Taxonomy of Learning and associated taxonomies for the Affective, Cognitive and Psychomotor learning domains.
Discuss and experience principles of adult learning (David Kolb and Malcolm Knowles)
Review field training program structures, terminology, documents, history, and the trainer’s role {Detailed application of the San Jose Field Training and Evaluation Program (FTEP) with summary of the Police Training Officer (PTO) model
Evaluate trainee performance through video exercises and complete Daily Observation Reports (DOR) using Standard Evaluation Guidelines (SEG)
Use training guides to help document training coverage (explained, demonstrated & performed)
Participate in evaluation scenarios (using SEG’s) while providing effective feedback
Create documents that improve performance and protect the agency
Clarify the role of the field trainer and the trainer’s impact as a role model
Introduce the trainer to problem-based learning (PBL)
Develop the trainer’s facilitation capacities
Review approaches to the coaching and evaluations process
Analyze personality traits and their influence on communication and learning
Review legal issues associated with training liability
Experience what breaks down interpersonal communication and what to do about it
Review of remedial training strategies (distinguishing trainees who may not be responding to training)
Define emotional intelligence
Recognize and learn methods to overcome trainee stress, avoid conflict and direct the trainee towards learning using various methods of instruction
Name techniques to work as an effective training team
Identify the value of the trainee’s viewpoint
Apply learning using and practice core training approaches using actual trainees

Note: Eight exercises require an upload, which can be accomplished by a method most convenient to the participant. The system accepts direct entry into the assignment form, scanned documents, pictures and recorded communications.

Module 1 – Field Training Program (FTP) Process and Systems

Review the evolution of field training programs Mod. 1.1
Discuss the importance of formalized field training
State the objectives of the Field Training and Evaluation Program
Review FTP terminology Mod. 1.2
Introduce participants to FTP forms
Review a sample FTP structure
Define FTP roles and responsibilities Mod. 1.3
Identify FTP duties and expectations
Label 4 levels of competency Mod. 1.4
State the history of problem-based learning
Define problem-based learning
Discuss learning-centric training approaches
Review a five-step approach to problem-solving

Module 2 – Leadership

Name the origins of leadership
Distinguish leadership from management
List 12 qualities of outstanding leaders
Review John C. Maxwell’s’ Five Levels of Leadership

Module 3 – New Trainee Welcome and Kick-off

View techniques to improve study habits and cognitive recall
Review note-taking approaches to address large volumes of content
Discuss study strategies
Identify methods to improve cognitive recall
Label the ACME acronym associated with effective story-telling
View sample approaches to integrating trainees
List eight topics that may help in building rapport
Discuss the value of identifying the trainees learning preference
Review how adults learn
View a sample trainer – trainee discussion on learning preferences & expectations
Review the importance of setting expectations
Define two types of training overrides
View a sample discussion regarding overrides
Apply your related learning
Discuss stress inoculation

Module 4 – Coaching Adult Learners

Define coaching
Reflect on the impact of trainers and coaches
List characteristics of top performing coaches
Analyze a top performing NFL coaches’ approach
Identify techniques that trainers use, that are effective
Name 7-reasons employees leave their workplace
View the psychology of coaching
Review steps to coaching
Identify the value of open-ended questions
Create and capitalize on coach-able moments
Define feedback
Discuss the inherent challenges with providing effective feedback
Identify four commonalities of persons known for providing effective feedback
Label the SERVE acronym associated with effective feedback
Label the SMART acronym associated with stating concise objectives
List roadblocks, and obstacles that hinder effective communications
Experience perspective variance
Name strategies to communicate more effectively
Label the LADDER acronym associated with effective listening
Review Edgar Dale’s Cone of Learning
Identify what hinders effective communications
Analyze sample debriefing approaches
Experience the value of open-ended questions
Discuss David Kolb’s experiential learning cycle

Module 5 – Bloom’s Taxonomy, and Evaluation

Review Bloom’s Taxonomy of Learning
Describe 3 learning domains (Cognitive, Affective, Psychomotor) and their taxonomies
Define learning objectives and learning outcomes
Create learning objectives
Discuss how Bloom’s Taxonomy is applied within the Field Training Program
State the purpose and role of a DOR Mod. 5.2
Review DOR formatting
Discuss types of situations or performance for narrative comment
Review approaches used by trainers for DOR completion
Analyze sample narrative evaluation comments

List dimensions of diversity in the workplace
Define implicit and explicit bias
Discuss training scars
Define Emotional Intelligence (EI)
Review how EI is applied within training programs
Discuss methods that may help develop the coaches EI
Analyze how you may sometimes be misunderstood
Obtain strategies to improve overall workplace effectiveness

Module 7 – Remediation and Training Liability

State the purpose of highly focused remedial training
Review the definition of remedial training
Discuss performance diagnostics considerations
View a formal written Remedial Training Plan
Define SMART objectives
Name basic and remedial training tools
View learning activity packages (LAP) used in the Police Training Officer program
Discuss potential training liability
Define negligence
Discuss:
– Negligent entrustment
– Negligent assignment
– Failure to direct
– Negligent retention
– Failure to train
Define vicarious liability
When applicable—review affected State FTO certification requirements