⭐ Field Training Officer Certification  is designed to introduce the trainer to the history and program aspects associated with the San Jose Field Training and Evaluation Program (FTEP) model. Activities will inspire trainers to become eager to train. Practical application of learning will help develop critical leadership, interpersonal and coaching skills that are needed to work in stressful one-on-one training environments. This course will build the trainers’ ability to promote critical-thinking, problem-solving and interpersonal-communications skills.

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

Methodology: Instructor-led
Length: (4) 8 hr. or (3) 10 hr. day options
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 Basic Field Training Officer Certification 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

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 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

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

  • Review the evolution of field training programs
  • Discuss the importance of formalized field training
  • State the objectives of the Field Training and Evaluation Program
  • Review FTP terminology
  • Introduce participants to FTP forms
  • Review a sample FTP structure
  • Define FTP roles and responsibilities
  • Identify FTP duties and expectations
  • Label 4 levels of competency
  • 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 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 coachable 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
  • Discuss how Bloom’s Taxonomy is applied within the Field Training Program
  • Define learning objectives and learning outcomes
  • Create learning objectives
  • State the purpose and role of a DOR
  • 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

Module 6 – Emotional Intelligence and The Everything DISC ©

  • 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
  • Complete an Everything DiSC© Workplace Profile
  • 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

Module 8 – Practical Application

  • View video-taped trainee performance
  • Participate in facilitated practical testing
  • Complete a Numerical and DOR Narrative Evaluation
  • Apply learning by facilitating a trainee debrief/feedback session
    – Provide praise and recognition (SERVE)
    – Correct a performance issue
    – Add a realistic hypothetical variable/layer
    – Coach a classmate