1. Essentials of Effective 9-1-1 Training Programs Cheryl J. Greathouse, MPA, RPL Director, Instructional Services Georgia Public Safety Training Center

2. 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.

3. 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

4. Purpose of 9-1-1 Training Present new information Meet legal mandates for training Motivate employees Change behavior

5. What is the impact of improper training or failure to train in 9-1-1?

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. A.D.D.I.E. Model

13. Analysis A mandate An organizational problem A new initiative Training Needs Assessment Job Task Analysis Occupational Analysis Surveys Job Descriptions

14. 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?

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

16. 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

17. 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

18. 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

19. A.D.D.I.E. Model

20. Training Documentation Class Student Class Student Class Student Course

21. 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

22. 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)

23. Student Records Individual employee records Courses completed Scores/completion status Documentation of performance Documentation of remedial training Career long record

24. 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)

25. 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

27. Thank You! Cheryl J. Greathouse, MPA, RPL Director, Instructional Services Georgia Public Safety Training Center 478-993-4637 cgreathouse@gpstc.orgcgreathouse@gpstc.org