SHRP 2

SAIC| ATRI| K2Share | Kevin McGinnis | Ron Moore

SHRP 2 Reliability Research Program

Project: L12:

Training and Certification of

Traffic Incident Responders

Technical Coordinating Committee for Reliability

October 22, 2010

SHRP 2 Agenda

• Project L12 objectives

• Development process

• Pilot deliveries

• Certification and Accreditation

• Recommendations

SHRP 2 L12—Objectives

• Establish the foundation for certifying the

capability of responders to achieve the NUG

for Traffic Incident Management.

• Assist responders in acquiring a common set

of core competencies that promote a shared

understanding of the requirements for

achieving the safety of responders and

motorists, quick response, and effective

communications at traffic incident scenes.

SHRP 2 Course Development Process

Stakeholder reviewed

responder actions

Curriculum Design

Document

Model Certification

Framework

Course Materials Pilot Certification

Process

Pilot 1 Course Delivery Pilot 2 Course Delivery

Accreditation and

Certification Report

Marketing PlanFinal Course Materials

Independent

Evaluation Team

Core Competencies Stakeholder

Group

SHRP 2 Pilot Deliveries

• Emerging Program - Indiana

– Indiana Traffic Incident Management Effort

(IN TIME) established in 2007

• Established Program - Georgia

– Traffic Incident Management

Enhancement Task Force

– Georgia DOT Highway Emergency

Response Operators (HEROs)

SHRP 2 Pilot Course Attendees

Discipline Pilot 1 Pilot 2 Total

LE 7 8 15

F/R 15 4 19

Towing/Recovery 2 5 7

Hazmat 4 1 5

Dispatch 1 3 4

DOT 11 8 19

Coroner’s Office 0 7 7

Other 7 7

Total 41 36 77

SHRP 2 Lessons

Lesson Responder Train-the-Trainer

Lesson 0: Introduction

Lesson 1: Statistics, Terminology, &

Structure

Legal Guidelines & Considerations

Lesson 2: Notification and Response Best Practices & Real-World

Scenarios

Lesson 3: Arrival Hands-On Activity Setup

Lesson 4: Initial Size-Up Situational Awareness Setup

Lesson 5: Command Responsibilities Course Logistics and Orientation

Lesson 6: Safety, Patient Care, & Investigation

Lesson 7: Traffic Management

Lesson 8: Clearance

Lesson 9: Termination

Lesson 10 Hands-On Tabletop

Lesson 11: Situational Awareness

SHRP 2 Delivery Approach

SHRP 2 Delivery Approach

• Modular format—Each lesson designed to be

delivered as part of overall course or as

independent lesson

• Varied instructional strategies—Visual,

Auditory, Kinesthetic

– Real-life scenarios, case studies, small and large

group activities, questioning techniques,

solicitation of ideas, brainstorming, and hands-on

activities

• Multidisciplinary instructors and students

• Course Length—Train-the-Trainers, half day;

Responder, two days

SHRP 2 Final Course Deliverables

Instructor Student Classroom

Classroom Roster Student Workbook Tabletop Roadways

Instructor Guide Train-the-Trainer

Student Workbook

Staging Pads

Student PowerPoint Assessment Best Practice Sheets

Train-the-Trainer

Instructor Guide

Evaluation Model Vehicles

Train-the-Trainer

PowerPoint

Classroom Poster

Assessment Answer

Key

SHRP 2Responder Certification &

Accreditation

Analyzed existing professional

certification models, including

• Established national programs

• Existing TIM Responder certification

programs

• Centralized, decentralized, and

combination models

SHRP 2Responder Certification &

Accreditation

Type Competencies & Exam Example

Centralized Designed and administered by

a single organization or authority

Towing – National

Driver Certification

Program

Decentralized Designed and administered by

various organizations or

authorities

EMT

Law Enforcement

Combined Designed by a central

organization, but specific

certification requirements may

be defined and administered in

a decentralized fashion by

another entity or an instructor

upon passing the exam

CPA

CPR

SHRP 2 Accreditation Issues

• Need for stakeholder consensus on:

– Who should be the certifying entity.

– Role of accreditation.

• Employment Requirement

• Continuing Education Requirement

– Recognition of accreditation issued by this

entity.

• Lack of national standard on which to base

accreditation

• Obtaining accreditation is expensive

– No identified source of funding

SHRP 2 Project Issues & Recommendations

Issue: Course does not have formal

institutional “home”

Recommendation: Pre-Implementation of

Training Course

• Keeps course “alive” while permanent

“home” is identified

• Further testing and refinement of course

materials and delivery approach

SHRP 2 Project Issues & Recommendations

Issue: Trainer Qualifications—Pilot course

deliveries conducted by experienced

trainers representing F/R and LE

Recommendation:

• Future deliveries should be conducted by

multidisciplinary team

• Trainers who deliver the course should have

previous experience

– Association Trainer

– State Agency Trainer

SHRP 2 Project Issues & Recommendations

Issue: A decision needs to be rendered as

to the certification framework.

Recommendation:

• Implementation of certification program

without accreditation by an outside

agency

– Participations take an examination following

course completion

– Passing grade – 80%

– Participant receives certificate

demonstrating successful completion

SHRP 2 Project Issues & Recommendations

• Combination Centralized/Decentralized

Models

• Agency or Organization sponsoring

training maintains integrity/consistency

of end-of-course test questions

• Test issued by trainers using

standardized end-of-course test

SHRP 2 Project Issues & Recommendations

• Issue: Time constraints/job demands of

potential course participants. Inability of

responders working in a volunteer

capacity to attend

• Recommendation: Develop Web-based

or Online training

– TIM University—combine facilitated webcasts

with pre-created web-based lessons

– Shorten the 2-day course length by creating

pre-requisite web-based training

SHRP 2 Project Issues & Recommendations

Issue: Situational Awareness Lesson can

be difficult if there is:

• Lack of necessary equipment.

• Inclement weather.

Recommendation:

• Develop a “canned” video of the

Situational Awareness Lesson, which

may also be used for teaching the Train-

the-Trainer component