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PTO - Police Training Officer Certification

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Police Training Officer Certification (PTO)

Methodology: Instructor Led

Course Length: 4 & 5 Days

Target Audience: Coaching and field training staff who provide one-on-one apprenticeship coaching, under the Police Training Officer (Reno) Program Model

Course Summary:

The Basic PTO course will introduce the trainer to the concepts of problem-based learning, while developing their facilitation, leadership, and coaching skills. Through an active-learning approach instructor-led training 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.

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 well as the application of the 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 skulls.

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

  • Interpersonal communications
  • Critical thinking
  • Problem solving

  • Mod.1.1
    - Review the evolution of the Police Training Officer Program (PTO)
    - State the objectives of the Field Training and Evaluation Program
    Mod. 1.2
    - 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
    Mod. 1.3
    - Introduce portions of the PTO programs structure and systems
    - Illustrate an example PTO schedule
    Mod. 1.4
    - Introduce participants to PTO forms
    Mod. 1.5
    - Define PTO roles and responsibilities
    - Identify PTO duties and expectations
    - Review PTO acronyms and training terminology

  • Mod. 2.1
    - Name the origins of leadership
    - Distinguish leadership from management
    - List 12 qualities of outstanding leaders
    - Review John C. Maxwell’s Five Levels of Leadership

  • Mod. 3.1
    - 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
    Mod. 3.2
    - View sample approaches to integrate trainees
    - List eight topics that may help in building rapport
    Mod. 3.3
    - 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
    Mod. 3.4
    - Define two types of training overrides
    - View a sample discussion regarding overrides
    - Apply your related learning
    - Discuss stress inoculation

  • Mod. 4.1
    - 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 coachable moments
    Mod. 4.2
    - 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
    Mod. 4.3
    - 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
    Mod. 4.4
    - Analyze sample debriefing approaches
    - Experience the value of open-ended questions
    - Discuss David Kolb’s experiential learning cycle

  • Mod. 5.1
    - Distinguish coaching from evaluation
    - Review Bloom’s Taxonomy of Learning Domains (Cognitive, affective, Psychomotor)
    - Describe learning domain examples
    - Discuss how Bloom’s Taxonomy is applied within the PTO Program
    Mod. 5.2
    - 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

  • Mod. 6.1
    - Define Emotional Intelligence (EI)
    - Review how EI is applied within training programs
    - Discuss methods to that may help develop the coachees EI
    Mod. 6.2
    - Complete an Everything DiSC© Workplace Profile
    - Analyze how you may sometimes be misunderstood
    - Obtain strategies to improve overall workplace effectiveness

  • Mod. 7.1
    - 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 (LAP)
    Mod. 7.2
    - Discuss potential training liability
    - Define negligence
    - Discuss:
    1. Negligent entrustment
    2. Negligent assignment
    3. Failure to direct
    4. Negligent retention
    5. Failure to train
    - Define vicarious liability

  • Mod. 8.1
    - View video-taped trainee performance
    Mod. 8.2
    - Participate in facilitated practical testing
    1. Apply your learning by facilitating a trainee debrief/feedback session
    2. Provide praise and recognition (SERVE)
    3. Correct a performance issue
    4. Create a realistic hypothetical variable/layer
    5. Coach a classmate
    6. Complete a Coaching and Training Report (CTR)
    - Complete a Numerical and Narrative evaluation

  • - Remediation as needed
    - Course feedback
    - Issuance of certificate