Essentials of Effective 9-1-1 Training Programs

Cheryl J. Greathouse, MPA, RPLDirector, Instructional Services

Georgia Public Safety Training Center

Enabling Objectives

• Discuss the reasons for providing training and its impact on 9-1-1 operations.

• Discuss the phases of the development process known as ADDIE.

• Discuss how to build and maintain a comprehensive training plan in addition to individual training records.

• Discuss the importance of written examinations and skills assessment performance examinations.

Purpose of 9-1-1 Training

• Orient new employees

• Develop basic job skill sets

• Develop advanced job skill sets

• Remediate problematic areas of skill sets

• Transition to a new job category

Purpose of 9-1-1 Training

• Present new information

• Meet legal mandates for training

• Motivate employees

• Change behavior

What is the impact of improper training or failure to train

in 9-1-1?

Negative Impacts

• Danger/loss of life for responders• Danger/loss of life/property for citizens• Criminal penalties• Civil lawsuits for negligence• Loss of confidence by responders/public• Low morale• Staff turnover

Benefits of Effective Training

• Better prepared call takers/dispatchers• Better prepared supervisors, trainers,

technicians• Improved services to responders/public• Reduction of criminal and civil actions• Improved morale/team work• Staff retention

Elements of Effective 9-1-1 Training Programs

• Highly qualified and trained personnel who serve as trainers (coordinators, classroom instructors, CTOs)

• Well documented and based on valid training needs assessment

• Based on industry standards, if applicable

• Based on contemporary instructional development principles

Elements of Effective 9-1-1 Training Programs

• Focused on learner-centered instruction designed to develop of critical thinking skills

• Standardized lesson plans

• Versioning system

• Individual training records

• Tools to track trainee progress

Elements of Effective 9-1-1 Training Programs

• Test instruments must be valid and reliable

• Test items must relate to specific learning objectives

• Performance-based with specific criteria and standardized evaluation methods

What does A.D.D.I.E. mean?

A.D.D.I.E. Model

Analysis

• A mandate• An organizational

problem• A new initiative

• Training Needs Assessment

• Job Task Analysis• Occupational Analysis• Surveys• Job Descriptions

Design

• What is specific training need?• What are you trying to accomplish?• To what degree of learning are we trying to

reach? • Who is our audience?• Is it cognitive and/or psychomotor based?• What is our measure of success/failure?

Design

• Establish training goal• Develop terminal performance objective• Develop enabling objectives• Determine testing methodologies• Determine instructional methodologies• Determine course development resources

Development

• Describe performance expectations as a result of training

• Focus on learner-centered objectives• Base content on these objectives• Develop training materials• Develop testing materials

Implementation

• Delivery of the training• Effective instructional techniques• Learner-centered activities• Involve hands-on demonstrations and

performance activities• Focus on scenario or problem-based

training

Evaluation

• Formal written and/or performance exams covering content

• Under the same or simulated job conditions

• Grading rubric or standardized evaluation criteria

• Trained evaluators

• Established cut score for pass/fail

• Remediate & re-evaluate

A.D.D.I.E. Model

Training Documentation

Class• Student• Student

Class• Student• Student

Class• Student• Student

Course

Training Courses

• Narrative Lesson Plans & Handouts• Data Slides & Other Audio/Visual Aids• Practical Exercises• Course Schedule• Written Examination Plan• Performance Examination Plan• Course Evaluation Plan• Approval(s) for content

Training Classes

• Course Topic/Description• Dates of Class Delivery• Instructor(s) name• Course content and performance objectives• Testing (scores, types)• Remedial training, if provided• Training schedules• Student names (attendance sheets/rosters)

Student Records

• Individual employee records• Courses completed• Scores/completion status• Documentation of performance• Documentation of remedial training • Career long record

Written Examinations

• Well written test items• Related to specific training objectives• Clearly written test taking instructions

– Answer sheet– Time limit– % score to pass

• Maintained in a secure file• Test scores (item analysis)

Performance Examinations

• Directly related to training objectives• Under the same or simulated job

conditions• Grading rubric or standardized evaluation

criteria• Trained evaluators• Established cut score for pass/fail

Thank You!

Cheryl J. Greathouse, MPA, RPLDirector, Instructional Services

Georgia Public Safety Training Center

478-993-4637 cgreathouse@gpstc.org