⭐ The Training Staff Development (TSD) course course is specifically designed to assist Basic Recruit Academy Training staff members overcome today’s public safety challenges. It is structured to complement those with existing instructional skills certifications.

⭐ Goal: Promote agency-wide adult-learning and learner-centric training environments, regardless of squad structures, reality-based training environments or skills-training settings.

Methodology: Instructor-led
Length: 2-days
Audience: Existing training staff members whether assigned as adjunct and full-time trainers who have not participated in our instructor or FTO certification offerings

 

Whether assigned full-or part-time to professional development positions, we have found that those responsible for training and coaching roles are sometimes the most overworked and undervalued employees in our agencies. Regardless of instructional experience, this class will refresh and further the most critical facilitation, coaching, and leadership skills. Emphasis will be placed on creating learner-centric training environments and facilitation approaches that accomplish student engagement that target clearly defined objectives.

The fact is, many of our most talented employees have been assigned training and recruiting positions, or even promoted, because they were good at what they did in the field as operators and because of their outstanding job skills and reputation. Unfortunately, it is not uncommon for these exceptional employees to become frustrated, as they find that the skills they developed as operators and skills trainers may not have adequately equipped them to address the demanding and diverse nature of training. The TSD course is specifically designed to prepare these employees for a wide range of challenges which are not covered in many instructor certification courses. This highly interactive course receives compliments from the most experienced trainers that they gained tools that were not offered during their previous sessions.

Objectives:

  • Summarize principles of adult learning and learner-centric training approaches
  • Review the Affective, Cognitive and Psychomotor learning domains
  • Use Bloom’s Taxonomies to create learning objectives at various taxonomy levels
  • Review methods to improve the students’ cognitive retention and study habits
  • Promote critical-thinking, problem-solving, and interpersonal skills throughout training
  • Discuss instructional methods that promote student engagement and active learning
  • View techniques for capturing and holding audience attention
  • Discuss the impact of the trainer’s actions and attitude on others
  • List 12 common characteristics of outstanding leaders
  • Review John C. Maxwell’s’ Five Levels of Leadership
  • Name the Five Behaviors of Cohesive Teams™
  • List optimum characteristics of top performing teams
  • Express methods to provide effective feedback
  • Label the ACME acronym associated with effective story-telling
  • View sample approaches to integrating new trainees
  • List eight topics that may help in building rapport
  • 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
  • Define coaching and discuss the steps of 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
  • Identify the value of open-ended questions
  • 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
  • Label the LADDER acronym associated with effective listening
  • Review Edgar Dale’s Cone of Learning
  • Analyze sample debriefing approaches
  • Discuss David Kolb’s experiential learning cycle
  • View video-taped trainee performance
  • Participate in facilitated practical application of learning
    • Apply learning by facilitating a trainee debrief/feedback
    • Provide praise and recognition (SERVE)
    • Correct a performance issue
    • Add a realistic hypothetical variable/layer
    • Coach a classmate