⭐ Police Training Officer (PTO) Certification Identify and replicate what is working while offering tools/approaches to address what may be missing within their program or coaching approach.

⭐ Goal: Build the PTO’s ability to coach and train under the application of the Police Training Officer (PTO) Model.

Methodology: Instructor-led
Length: 5-days
Audience: Staff who provide one-on-one apprenticeship coaching and onboarding of new and lateral employees using the Police Training Officer (PTO) or Reno Model. Suitable for sworn or civilian employees, regardless of assignment (Patrol, Corrections, Wildlife, Dispatch, Specialty and Training Coordinators).

The Moser Training Solutions Basic Police Training Officer Certification course is designed to introduce participants to the Reno Model of Field Training, while also developing facilitation, leadership, and coaching skills. These are the same skills that thousands of trainers have told us they need, as they help the trainee transition from the academy to their apprenticeship field training setting. Throughout the course participants will be exposed to time-proven coaching practices

Attendees will be exposed to the PTO program processes and systems, agency Core-competencies, Coaching and Training Reports/Activity Reports, Problem-Based Learning, Neighborhood Portfolios, as well as the application of the host agency’s Learning Matrix. Activities will support problem-based learning, facilitation, self-assessment, critical-thinking, problem-solving and community policy theories supported by general coaching strategies. The facilitator will distinguish coaching and feedback from evaluation while furthering the trainers’ overall coaching skills.

Through an active-learning approach this course will promote adult learning principles and varied individual-based training approaches designed to maximize valuable field training time, overcome training challenges, and allow the officer in training (OIT) to learn at the appropriate individual pace. Our instructional approach will immediately engage participants with hands-on activities modeling learner-centric training.

Substantial emphasis will be placed on developing or furthering three critical law enforcement skills sets:

  • Interpersonal communications
  • Critical thinking
  • Problem solving

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. 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 application and active learning.

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 that promote critical thinking and problem-solving strategies. 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.

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

Module 1 – Police Training Officer Program and the PTO (Process, Systems, Forms & Roles, Learning Matrix, Coaching and Training Reports, Trainee Notes/Journals, Neighborhood Portfolios, Problem-based Learning)
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, Coaching & Training Reports and Evaluation Approaches
Module 6 – Emotional Intelligence and the Everything DISC©
Module 7 – Remediation, Methods of Instruction and Training Liability
Module 8 – Practical Application

 

Module 1 – Police Training Officer Program Process and Systems

  • Review the evolution of the Police Training Officer Program (PTO)
  • State the objectives of the Police Training Officer program
  • Label 4 levels of competency
  • Share student perspectives regarding critical law enforcement skills
  • State the history of problem-based learning
  • Define problem-based learning
  • Discuss learning-centric training approaches
  • Review a five-step approach to problem-solving
  • Introduce portions of the PTO program structure and systems
  • Illustrate an example PTO schedule
  • Introduce participants to PTO forms
  • Define PTO roles and responsibilities
  • Identify PTO duties and expectations
  • Review PTO acronyms and training terminology

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/Integration

  • 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 approaches to integrate 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
  • 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 in your lifetime
  • 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 pre-briefs (4.4a) and debriefs (4.4b)
  • Experience the value of open-ended questions
  • Discuss David Kolb’s experiential learning cycle

Module 5 – Bloom’s Taxonomy and Evaluation

  • Define learning objectives and learning outcomes
  • Create learning objectives
  • Review the learning matrix and sample learning outcomes
  • Distinguish coaching from evaluation
  • Review Bloom’s Taxonomy of Learning
  • Describe learning domain examples (knowledge, application, and evaluation)
  • Discuss how Bloom’s Taxonomy is applied within the PTO Program
  • State the purpose and role of a CTR
  • Review CTR formatting
  • Discuss types of situations or performance for narrative comment
  • Review approaches used by trainers for CTR completion
  • Analyze sample evaluation comments

Module 6 – Emotional Intelligence and The Everything DISC©

  • Define Emotional Intelligence (EI)
  • Review how EI is applied within training programs
  • Discuss methods that help develop the coachees EI
  • Complete an Everything DiSC© Workplace Profile
  • Analyze how you may sometimes be misunderstood
  • Obtain strategies to improve overall workplace effectiveness

Module 7 – mediation and Training Liability

  • State the purpose of highly focused Learning Activity Packages
  • Review the definition of remedial training
  • Discuss performance diagnostics considerations
  • Define SMART objectives
  • Name basic and remedial training tools
  • View sample Learning Activity Packages
  • Discuss potential training liability
  • Define negligence
  • Discuss:
    – Negligent entrustment
    – Negligent assignment
    – Failure to direct
    – Negligent retention
    – Failure to train
  • Define vicarious liability

Module 8 – Practical Application

  • View video-taped trainee performance
  • Participate in virtually facilitated practical testing
    – Apply learning by facilitating a trainee debrief/feedback session
    – Provide praise and recognition (SERVE)
    – Correct a performance issue
    – Add a realistic variable/layer
  • Complete a Coaching and Training Report (CTR)
  • Course Close
  • Remediation as needed, course feedback, issuance of certificate.