1. Welcome to WSCJTC’s PTO Course #5601 Pre-Course Materials
PTO Training Program
Welcome to WSCJTC’s
PTO Course #5601
Pre-Course Materials

2. Introduction This presentation takes about 50 minutes to complete
At the end of the course, there is a 10 question quiz
You must get 8 out of 10 correct in order to pass (and receive credit for) this course
The questions come directly from the course material

3. Overview
The PTO program is a 14 week training program for officers who are new to police work or to an agency. The program is deeply rooted in problem based learning and adult learning theories and puts the onus of learning the material on the student instead of the trainers. This pre-course material is a thorough introduction to the PTO program.

4. Acronyms
Throughout this training, you will see several new acronyms. All of the acronyms will be explained in detail as you progress through the training. Here is a list to get you up to speed:
PTO –Police Training Officer
PTE – Police Training Evaluator
PBL – Problem-Based Learning
PBLE – Problem-Based Learning Exercise
CTR – Coaching & Training Report
NPE – Neighborhood Portfolio Exercise
BOE – Board of Evaluators

5. The Reno Model
The PTO training program is based on the Reno Model training program; Reno P.D. was the beta test site for this new training model that originated out of the U.S. Department of Justice. This program is not driven by mechanical training or rote memorization. The Reno Model is based upon adult learning theories, in particular the problem-based learning (PBL) methodology. The PTO model still has strict performance standards that must be met for successful completion of the training program.

6. What is PBL?
Problem-based learning (PBL) is a student- centered instructional method in which students collaboratively solve problems and reflect on their experiences. It was pioneered and used extensively at McMaster University, Hamilton, Ontario, Canada.

7. What is PBL (cont.)?
PBL is an instruction method that has been widely used in medical schools across the country and in many areas of Special Operations Groups’ military training. Characteristics of PBL are:
Learning is driven by challenging, open-ended problems
Students work in small collaborative groups
Instructors take on the role as "facilitators" of the learning process

8. Developing Problem Solvers
In the PTO program, students effectively learn while solving problems, not just memorizing short-term information to pass a test. With PBL, learning occurs throughout the process and there are valuable lessons and information learned through both the successes and failures encountered. This type of problem solving leads to a much deeper understanding of the subject matter, and results in better retention of information.

9. Trainers as Facilitators
The role of the trainer in the PTO model is to mentor and facilitate the transfer of knowledge and skills while allowing the student to retain responsibility for their own learning. PTOs should strive to avoid simply lecturing the training material or just answering every question. Rather, the PTO engages the recruit in utilizing resources to find the answers to their own questions. In this way, the recruit not only gets the answers they are seeking but they also learn to utilize and identify resources needed when they have future questions as independent, competent employees.

10. Problem Based Learning
Have you ever watched the television show, House? If not, consider taking the time to watch an episode. House is a perfect example of Problem- Based Learning.

11. Problem Based Learning (cont.)
House is a doctor and main character in the show that takes place in a large hospital. In each episode, House is faced with a strange and unusual problem that begins seemingly as a routine medical situation. The patient fails to respond to modernized treatment, sometimes adversely, which sets House and his team of doctors on an expedition through the problem-based learning process. They know the patient is sick but search for what they need to learn in order to cure the ailment before the patient dies. This journey through the patient’s care clearly defines the core of PBL – what do we know, what do we need to know, and what do we need to do to solve the problem at hand.

12. Failing Forward
Another important aspect of the PTO program is the concept of “Failing Forward.” Many of our greatest discoveries occur when we fail. The trainer is responsible for monitoring the student and intervening if they are about to make a critical error that would result in a major setback, civil or criminal liability, or safety concern.

13. Failing Forward (cont.)
Non-critical mistakes are expected and accepted as part of the learning process. Instead of looking at errors as failures and avoiding the same situation so they don’t encounter the same issues, student-deputies are encouraged to consider them as “building blocks” or a path to success! If a student continually fails at the same task or area, they are not “failing forward,” they are simply failing. When this occurs, the program DOES address the consistent pattern of failure appropriately.

14. PTO Timeline
The PTO Program is set up into four phases with two formal evaluation weeks following weeks two and four. There are also three other projects that will be described later. Each agency may adapt the training program to suit their individual department needs.
Weeks 1-3, Phase A
Weeks 4-6, Phase B
Week 7, Mid-term Evaluation
Weeks 8-10, Phase C
Weeks 11-13, Phase D
Week 14, Final Evaluation

15. PTO Timeline (cont.)
During each phase, the student will focus on training specific to that phase. For example, Phase A generally focuses on non-emergency responses and the skills associated with that type of activity; Phase B focuses on emergency responses, C on officer-initiated activities, and D on investigations.

16. Quality Not Quantity
The phase can suggest, but does not restrict, the types of calls students will respond to. The PTO training program focuses on quality not quantity. Trainers are expected to thoughtfully manage their student’s training depending on variables such as where they are at in the program, what their strengths and weaknesses are, etc.

17. The Learning Matrix
The Learning Matrix is a program tool that identifies fifteen core competencies representing the basic skills, knowledge, and abilities students need to perform their duties. A student must demonstrate a certain level of competency to successfully complete the PTO Program. Each competency has varying performance outcomes and learning levels depending on the phase.
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18. 15 Core Competencies (areas of knowledge, skills and abilities)
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Police Vehicle Operations
Conflict Resolution
Use of Force
Local Procedures, Policies, Laws and Philosophies
Report Writing
Leadership
Problem-Solving
Community Specific Problems
Diversity
Legal Authority
Individual Rights
Officer Safety
Communication
Ethics
Lifestyle Stressors/Self Awareness/Self Regulation

19. The Learning Matrix (cont.)
The matrix also identifies resources, i.e. policy, procedures, WAC or RCW for each competency. The student and PTO utilize the Learning Matrix components and competencies to assess the student’s performance and what additional work needs to be done to meet expectations. Remedial and prescriptive training can be assigned if the student is struggling in a particular area.

20. Assessments
There are several documentation and evaluation tools used in the PTO Program:
Informal assessment of activities by completing daily professional journal entries and verbal feedback
Coaching & Training Reports (CTRs) – Up to three completed per phase
Problem-Based Learning Exercises (PBLE’s) – Up to one completed per phase

21. Assessments (cont.)
Neighborhood Portfolio Exercise (NPE) – Developed during all four phases
A formal week long mid-term evaluation – Following completion of Phases A & B
A formal week long final evaluation – Following completion of Phases C & D

22. Are students evaluating themselves?
This rumor is partially true; students do evaluate themselves using some of the tools outlined. However, if they are self-evaluating in a positive light when they are not meeting expectations, they will not pass. Unrealistic self-evaluation can actually point to problems in other areas not related to knowledge, skills, and abilities – and will be fully explored in your class. And, all student self-evaluation is followed by feedback and assessment from the PTO.

23. Journals not Diaries
Students and PTOs utilize journaling as a means to gauge their learning, emotional reaction, and action plans. PTOs and supervisors also use the student journals to better understand the student’s thought process along with making sure they have an understanding as to what they are doing right and wrong and what they need to do for the future. Students write journals on a daily basis. They may not choose to reflect on every call that they responded to; together the student and PTO determine which calls contained valuable learning experiences.

24. Coaching and Training Reports
Coaching and Training Reports (CTRs) are completed during phase training. The CTR is designed as a status report on the student’s performance – assessing their learning issues, and recognizing any deficiencies. Together, the PTO and student select an incident or incidents during the phase to complete a CTR. The CTR specifically documents where the student is in their training on each of the 15 competencies. When a student has not yet reached the required level of competency, the CTR also outlines how they will continue to train to meet expectations. Both the student and PTO provide input into the CTR.

25. Problem-Based Learning Exercises
Problem-Based Learning Exercises (PBLE) are used to familiarize students in the problem-solving process and to evaluate their knowledge of required subject material. A PBLE consists of a well- designed, but ill-structured problem, a problem that is not easily solved.

26. Characteristics of an ill-structured problem:
PBLEs (cont.)
Characteristics of an ill-structured problem:
Realistic (relate to actual police and community problems)
Initially complex or confusing
Require more information, research, thought, and analysis
Change or present intervening variables as they are worked on
There is no easy or single correct solution
The solutions and methods of solving the problem are often applicable to future problems

27. PBLEs (cont.)
The student works on their Problem-Based Learning Exercises during all of their phases, as time allows. PBLEs can take a considerable amount of time to complete. The student is expected to contact resources and gather information that could be useful to them or others in the future. The use of PBLE’s is of paramount importance to the program. The cost of not having the student in the field is offset by the benefits of the skills learned. Students will be able to apply what they learned in the process to their duties on the street.

28. Neighborhood Portfolio Exercise
The Neighborhood Portfolio Exercise (NPE) is a project the student will work on throughout the training period. The student presents their NPE to the Board of Evaluators (BOE) after successful completion of the final evaluation week. The NPE can be completed in any format (Power point, written document, drawings, etc) and is presented verbally.

29. Neighborhood Portfolio Exercise (cont.)
The purpose of the NPE is to assist the student in learning how to develop resources (business owners, apartment managers, liquor control board; the list is endless), identify problem houses, areas, people; identify and recognize crime trends and understand the geography and demographics of their district.

30. Prescriptive Training
Sometimes it is necessary to give additional or specific training in order for a student to meet expectations. When a PTO recognizes the student has a notable recurring deficiency, the student can be recommended for prescriptive training. The additional training plan will either result in the student staying in the current phase of training, being placed back into a previous phase, or being “un-plugged” from a phase – removed from phase training and placed in another environment for additional, supplemental training.

31. Prescriptive Training (cont.)
For example, the student has a few minor, preventable accidents, constantly hits curbs, and is not meeting the performance outcomes for vehicle operations. Prescriptive training for this example could be placing them with an EVOC instructor for the specific driving deficiencies.

32. Prescriptive Training (cont.)
Outside resources can also be utilized for prescriptive training. If the student is unable to type, a typing class or tutor or other resources could be used to provide the prescriptive training. If the student responds well to the additional training, they will return to their training phase to continue in the program.

33. Prescriptive Training (cont.)
The student, PTO, and supervisor are involved in developing a plan to constructively address learning issues or weaknesses.

34. Mid-Term Evaluation
The Mid-Term evaluation is one week in duration and conducted after the successful completion of Phases A & B. A Police Training Evaluator (PTE) will evaluate the student. The PTE is a PTO who has not been the student’s PTO during phase training. The evaluator will wear the standard police uniform. The student is evaluated using the standardized knowledge, application and evaluation performance outcomes in the Learning Matrix for Phases A & B.

35. Mid-Term Evaluation (cont.)
The student will not be evaluated on training material contained in Phases C & D. If it is determined that the student does not meet performance outcomes, they may be allowed to return to a previous training phase or may receive prescriptive training. If the student successfully completes the mid-term, they will move to Phase C.

36. Final Evaluation
The Final Evaluation is one week (usually). The final evaluation is conducted after successful completion of Phase A-D. A Police Training Evaluator (PTE) will evaluate the student. As with the mid-term, the PTE cannot have been one of the student’s PTOs during phase training. The PTE will be in plain clothes for the Final Evaluation. The student will conduct business as if they were alone in the car and is evaluated on all phases of training (Phases A, B, C & D) utilizing the performance outcomes set forth in the learning matrix.

37. Final Evaluation (cont.)
If the student does not meet the performance outcomes, they may be offered remedial or prescriptive training. If they successfully pass the Final Evaluation, they will present their Neighborhood Portfolio Exercise (NPE) to the Board of Evaluators (BOE) and participate in an exit interview to evaluate the PTO program.

38. Final Evaluation (cont.)
The student MUST also meet the definition of a “competent” for their agency (someone who work safely, skillfully and effectively after successful completion of the academy and subsequent training of the PTO Program while on their own). Once they meet all of the above requirements, they conclude the PTO training.

39. Last Words
Following is a 10 question quiz. You must correctly answer 8 out of 10 in order to pass (and receive credit for) this course. The questions come directly from the previous slides. After selecting an answer, click on “Submit”. Then, click anywhere on the slide to continue to the next question. Your results will be forwarded to the course program manager.

40. How many Neighborhood Portfolio Exercises (NPEs) are a student required to complete during the course of the PTO program? A) 1 B) 2 C) 3 D) 4
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41. The Learning Matrix has (__how many__) Core Competencies.10 B) 12 C) 15 D) 20
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42. Why do students complete Problem Based Learning Exercises (PBLEs) in the PTO program?
Familiarize students with solving problems that have multiple potential solutions. B)
Allow students to research possible solutions to an ill-structured problem. C)
Give students an opportunity to contact resources in the community and departmentally to find solutions D)
All of the above
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43. Students in Phase B of the PTO program can only answer calls for service from Phases A and B, not the latter phases A)
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False
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44. If a student makes minor, non-critical errors during a training phase, the PTO should:
Allow the student to make these errors to grow and learn from their mistakes. B)
Stop the student from making the errors to save embarrassment C)
Allow the student to make the errors so the PTO can criticize the student, assuring he/she doesn’t make the mistake again D)
Report the student to the supervisor as a step toward termination
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45. During a student’s mid-term evaluation, the PTE will only evaluate the student on details that fall under phases A and B. A)
True B)
False
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46. If a student has a deficiency or makes the same mistakes repeatedly, how can the training program address these issues? A)
Give the student a few days off to get his mind straight B)
Provide written tests related to the department manual and laws C)
The student, trainer, and supervisor design prescriptive training for the student D)
Assess the student with a mid-term evaluation to see if the student can go on in the program
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47. Who conducts the mid-term and final evaluations?
The student in a CTR B)
The student's first PTO to document growth C)
The training supervisor D)
A Police Training Evalurator (PTE)
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48. During the Mid-Term Evaluation, the evaluator dresses in plain clothes.
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49. In the Mid-Term and Final Evaluations, the student is evaluated based on:
The Performance Outcomes in the Learning Matrix B)
The Evaluative Measures from the Problem Solving Model C)
The PTE’s final judgment of the student officer based on his belief that the student will be a competent employee D)
The student’s knowledge of the Core Competencies and the quality of the CTRs
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51. Thank you for completing this portion of your pre-class assignment
Thank you for completing this portion of your pre-class assignment. Questions? Contact Lee Brandt