100 things you should know as Certified Protection Officer Instructor

1. 1 100+ things you should know as Certified Protection Officer Instructor Jack E. Valk MSc, CPP, CFE, CSSM, CPOI March 2007

2. 100+ Things you should know as CPOI 2 Contents Requirements Certified Protection Officer Instructor (CPOI) Trainer/instructor competencies The training cycle Identifying training needs Planning training Implementing training Reviewing training The benefits of training Structured approach to training Structuring knowledge sessions Adult learning

3. 100+ Things you should know as CPOI 3 Contents cont’d Training objectives Structure of objectives SMART objectives Managing learning groups – individual characters Learning feedback & debrief sessions Learning feedback process Videos/Experiential Role play Games Socratic method of teaching – questioning Bloom’s taxonomy – some examples Study skills quiz Principles for the use of icebreakers

4. 100+ Things you should know as CPOI 4 Requirements for Certified Protection Officer Instructor

5. 100+ Things you should know as CPOI 5 Trainer/instructor competencies Subject knowledge Facilitation Communication Presentation Listening Coaching Sensitivity to others Conflict management Influence Time management Motivation channeling Teamwork Attention to detail

6. 100+ Things you should know as CPOI 6 The training cycle

7. 100+ Things you should know as CPOI 7 Identifying training needs A training need is created when a gap exists between present performance and required performance. There are five situations creating all the training needs within organisations. These are : An employee is newly recruited. An employee is newly transferred into a different job. An employee is newly promoted into a higher level job. An employee’s job is affected by change of any kind. An improvement in an employee’s current job performance is needed.

8. 100+ Things you should know as CPOI 8 Planning training Training must be planned so that the priority needs of the business can be met, whilst making the best possible use of time, financial and human resources. The training plan must show: What How When (duration / date) Who provides / delivers / receives Where Budget / Cost

9. 100+ Things you should know as CPOI 9 Implementing training Developing and delivering the training programme Implementing training is the bridging of the learning “gap”. There are a variety of methods to do this, including on-job training, off-job training, project assignments, computer-based training, self-paced study. The choice of method to meet each identified training need depends upon: The subject of the training; whether it involves developing skills, knowledge or attitudes. Those who are to be trained – their numbers, background and experience. The availability and competency of trainers/instructors

10. 100+ Things you should know as CPOI 10 Reviewing training Training costs money, it involves staff time, salaries, travel, accommodation, equipment and materials, even before outside organisations become involved. If training is to be a worthwhile investment, standards / productivity must be greater with training than standards / productivity without training. To complete the training cycle, an assessment of the effectiveness of training should be made. This takes place on two levels: Whether training has met the identified training need and filled the “gap”. The total effects of the training on the business.

11. 100+ Things you should know as CPOI 11 The benefits of training Trainee Gains respect for the trainer/instructor Increase confidence Might lead to promotion Job satisfaction Increases knowledge Increases understanding between trainer/instructor and trainee Helps personal work organisation

12. 100+ Things you should know as CPOI 12 The benefits of training Trainer/CPOI Job satisfaction Sees training put into practice Feedback from trainees helps for future training Improves trainers/CPOI’s own standards and techniques Gives trainer/CPOI’s confidence Identifies aims and objectives of future training

13. 100+ Things you should know as CPOI 13 The benefits of training Colleagues Less time consuming mistakes Pick up good habits from those trained Motivates them to be trained Improves team spirit Encourages discussion of ideas Creates awareness of good standards in all staff

14. 100+ Things you should know as CPOI 14 The benefits of training Customer Higher service standards Better reputation Happy workforce Better chance against competition Lower staff turnover Reduction in costs Less absenteeism More staff feedback Less complaints Safe/Secure work environment More business Possibly more profit

15. 100+ Things you should know as CPOI 15 Structured approach to training A structured approach to training involves you, the trainer/instructor, being organized and running your session like a well-oiled piece of machinery. It means getting the training right first time, so that you don’t have to go through it time after time, after time. Attention You need the participants’ attention before you start. You must win them over first. WHAT INTEREST NEED

16. 100+ Things you should know as CPOI 16 Structured approach to training Breakdown Break down the information, it can only be absorbed by the participants if taken in stages. Ask questions to keep them involved and help them remember, then move on to the next stage. PACE LOGIC EXPLAIN ASK QUESTIONS SHOW VISUALS EXAMPLE / EXERCISE Check Measuring if the learning has taken place. OBJECTIVE UNDERSTANDING PRAISE STOP

17. 100+ Things you should know as CPOI 17 Structuring knowledge sessions Attention What objective, outline and timing Interest creating enthusiasm for topic Need motivating to learn Breakdown Pace cutting information in bite size chunks Logic building up a topic from simple to complex Explain clarifying with examples Ask Questions to involve and make learners think and to recap on chunks Show visuals make it interesting and help memory Exercise prove understanding of points Check Objectives proves learners have met requirement Understanding proves learners will be able to use learning points Praise motivating learners to continue learning Stop not confusing learners, no new information or questions

18. 100+ Things you should know as CPOI 18 Adult learning Adult learning is based on: MOTIVATION People must want to learn ASSOCIATION Information is easier to understand and remember if presented in a logical sequence or grouping, moving from the known to the unknown STAGING Breaking down information Most subjects can be absorbed more easily if they are broken down into “bite size chunks” appropriate to the level and ability of the learners. This may involve practice after each “chunk” or the recap of the key points of information covered

19. 100+ Things you should know as CPOI 19 Adult learning SENSES Learning is more effective if information is presented using visual support ( the sense of sight), as well as explanation (the sense of hearing). The more senses you use, the better learners will remember INVOLVEMENT By developing skills and knowledge for them as much possible; people understand better, remember more easily and feel more committed to the learning, if they are involved. Questions and exercises are a must. FEEDBACK Learners improve steadily if they are given constructive positive feedback on performance, which builds on their strengths. 

20. 100+ Things you should know as CPOI 20 Training objectives  Purpose of objectives An objective is a statement written at the beginning of your preparation which tells you in specific terms what will be achieved. An objective tells us what the trainees will achieve, not the trainer/instructor Objectives are concerned with end results, not means; with end products, not methods.

21. 100+ Things you should know as CPOI 21 Structure of objectives An objective is a statement which shows: The goals to be achieved, in terms which describe how the trainees will demonstrate that they have achieved that goal. Sometimes the objective will also include the conditions under which the achievement of the goal takes place and the standards which must be demonstrated. GOAL……………STANDARD…………..CONDITION

22. 100+ Things you should know as CPOI 22 SMART objectives Specific Measurable Achievable / Acceptable / Agreed Realistic / Referent Timebound 

23. 100+ Things you should know as CPOI 23 Managing learning groups-individual characters Types : The quarrelsome type Stay quiet, don’t get involved, use the group. Stop him/her from monopolizing The positive type A great help in discussion. Let his/her contributions add up. Use him /her frequently The know all type Let the group deal with his/her theories The talkative type Interrupt tactfully, use humor to stop talking The shy type Ask him/her short-answer questions. Increase his/her self-confidence. Give credit when possible.

24. 100+ Things you should know as CPOI 24 Managing learning groups-individual characters The uncooperative “rejecting” type Play on their ambition, recognize their knowledge and experience. The thick-skinned uninterested type Ask him/ her about his/her work. Get him/ her to give examples of the work he /she is interested in. The intellectual type Don’t criticise him/her. Use the “yes, but” technique. If extreme, take to one side for personal chat. The persistent questioner Tries to trap the group leader. Pass his/her questions back to the group.

25. 100+ Things you should know as CPOI 25 Learning feedback & debrief styles What is learning feedback? Learning feedback is generating awareness of what was not previously known to establish learning. It is NOT : Personal criticism of individuals (opinions / involvements) Feedback is very powerful and needs to be well done because it generates emotional responses.

26. 100+ Things you should know as CPOI 26 Learning feedback process

27. 100+ Things you should know as CPOI 27 Videos/Experiential Advantages: Provides a valuable break for the trainer/instructor Now available with amusing well known faces – high impact Often shows both the wrong and right approaches for comparison Disadvantages: The medium can sometimes dominate the message Sometimes overplayed or simplistic Often expensive to hire or purchase Quickly outdates (fashion)

28. 100+ Things you should know as CPOI 28 Videos/Experiential Guidelines: Always watch video before preparing an experiential session Match experiential session learning points with the video content Line up in advance, check the tracking and lighting Give clear briefing: length, context, watch for note-taking, scene setting Keep your eye on what happens in group when video is playing You can stop the video & discuss it in phases Don’t show a video after lunch

29. 100+ Things you should know as CPOI 29 Role play Advantages: Learners can practice in a “safe” environment. Develops participants personal ability. Provides discussion vehicle for observers. Disadvantages: Can develop into farce. Some participants are unable to react naturally. Can be difficult to control.

30. 100+ Things you should know as CPOI 30 Role play Guidelines: Provide participants with clear written briefing Do not allow participants to step out of their role Intervene when role-play gets stuck Issue observers with briefings Behaviour modelling is an effective form of role-play i.e. carry out part of the role play, stop - reflect and draw out concepts Incorporate the concepts in the next section of role-play. This loop can be repeated progressively through the role-play until learners are successful, then move to experiment.

31. 100+ Things you should know as CPOI 31 Role play Application: Many interpersonal situations Staff / staff interactions Customer / staff interactions Manager / employee interactions You can use an adapted version of role-play in which the trainer/instructor or any participant can stop the situation to discuss (with trainer/instructor and observers) what has happened and how to react next. The role play then continues from the point where it was stopped. This type of guided role play overcomes most of the disadvantages

32. 100+ Things you should know as CPOI 32 Games Advantages: Fun for the learners. Provides a more active environment Participants become involved and react subconsciously. Disadvantages: Can require considerable props / preparation. Can be taken over by dominant individuals. Can create resentment against trainer/instructor (or other group members)

33. 100+ Things you should know as CPOI 33 Games Guidelines: Never use game unless you have seen it run or tried it with a test group Observe the experience closely Don’t interfere during the game Ensure all trainees are involved (observers) Application: Problem solving Planning Teamwork Situations where participants need to consider familiar problems out of context.

34. 34  Socratic teaching and questioning A suggested method for you to use………..

35. 100+ Things you should know as CPOI 35 Socrates – Socratic method of teaching

36. 100+ Things you should know as CPOI 36 Socratic teaching Socratic teaching is a powerful tool that promotes critical thinking.  This method of instruction focuses on giving students questions, not answers.  The inquiry model is applied by continually probing into the subject with questions.  The abilities gained by focusing on the elements of reasoning in a disciplined and self-assessing manner and the logical relationships that result from such disciplined thought, prepare the student for Socratic questioning.

37. 100+ Things you should know as CPOI 37 Socratic questioning Raises basic issues. Probes beneath the surface of things. Pursues problematic areas of thought. Helps students to discover the structure of their own thoughts. Helps students develop sensitivity to clarity, accuracy, and relevance. Helps students arrive at judgment through their own reasoning. Helps students note claims, evidence, conclusions, questions-at-issue, assumptions, implications, consequences, concepts, interpretations, points of view - the elements of thought.

38. 100+ Things you should know as CPOI 38 Questions of clarification What do you mean by ____? Could you give me an example? What is your main point? Could you explain that further? Would you say more about that? Why do you say that? What do you think is the main issue here? Let me see if I understand you; do you mean ____ or ____? How does this relate to our discussion (problem, issue)?

39. 100+ Things you should know as CPOI 39 Questions that Probe Assumptions  What are you assuming? What could we assume instead? You seem to be assuming ___. Do I understand you correctly? All of your reasoning depends on the idea that ___? Why have you based your reasoning on ___ rather than ___? Your seem to be assuming ___. How would you justify taking this for granted? Is it always the case? Why do you think the assumption holds here? Why would someone make this assumption?

40. 100+ Things you should know as CPOI 40 Questions that Probe Reasons and Evidence  What would be an example? Are these reasons adequate? How do you know? Why did you say that? Why do you think that is true? Do you have any evidence for that? What difference does that make? What would change your mind? What other information do we need? What are your reasons for saying that?

41. 100+ Things you should know as CPOI 41 Questions about Viewpoints or Perspectives  You seem to be approaching this issue from ___ perspective. Why have you chosen this rather than that perspective? How would other group/types of people respond? Why? What would influence them? How could you answer the objection that ___ would make? What might someone who believed ___ think? Can/did anyone see this another way? What would someone who disagrees say? What is an alternative?

42. 100+ Things you should know as CPOI 42 Questions that Probe Implications and Consequences  What are you implying by that? When you say ___, are you implying ___? But if that happened, what else would happen as a result? Why? What effect would that have? Would that necessarily happen or only probably happen? What is an alternative? If this and this are the case, then what else must also be true? If we say that this is unethical, how about that?

43. 100+ Things you should know as CPOI 43 Questions about the question How can we find out? What does this question assume? Why is this question important? How could someone settle this question? Can we break this question down at all? Is the question clear? Do we understand it? Is this question easy or hard to answer? Why? Do we all agree that this is the question? To answer this question, what questions would we have to answer first? I'm not sure I understand how you are interpreting the main question

44. 44 Blooms Taxonomy Some examples

45. 100+ Things you should know as CPOI 45 Bloom’s taxonomy (classification) A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities: Cognitive: mental skills (Knowledge) Affective: growth in feelings or emotional areas (Attitude) Psychomotor: manual or physical skills (Skills) Trainers often refer to these three domains as KSA (Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as "the goals of the training process." That is, after the training session, the learner should have acquires new skills, knowledge, and/or attitudes.

46. 100+ Things you should know as CPOI 46 “Knowledge, Skills and Attitude”

47. 100+ Things you should know as CPOI 47 Bloom’s taxonomy (cont’d) The three domains are divided into subdivisions, starting from the simplest behavior to the most complex (see following slides). The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised in the educational and training world. Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.

48. 100+ Things you should know as CPOI 48 Cognitive domain The cognitive domain involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place.

49. 100+ Things you should know as CPOI 49 Cognitive domain Knowledge: Recall data or information. Examples: Recite a policy. Quote prices from memory to a customer. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. Examples: Rewrites the principles of test writing. Explain in one ís own words the steps for performing a complex task. Translates an equation into a computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Examples: Use a manual to calculate an employee’s vacation time. Apply laws of statistics to evaluate the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates

50. 100+ Things you should know as CPOI 50 Cognitive domain cont’d Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.  Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

51. 100+ Things you should know as CPOI 51 Affective domain This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories listed the simplest behavior to the most complex: Receiving phenomena Responding to phenomena Valuing Organization Internalizing values

52. 100+ Things you should know as CPOI 52 Affective domain Receiving Phenomena: Awareness, willingness to hear, selected attention. Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses. Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon.  Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).  Examples:  Participates in class discussions. Questions new ideals, concepts, models, etc. in order to fully understand them. Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes. Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment.   Examples:  Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems.  Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.

53. 100+ Things you should know as CPOI 53 Affective domain cont’d Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system.  The emphasis is on comparing, relating, and synthesizing values. Examples:  Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one ís behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Key Words: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes Internalizing values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner.  Examples:  Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving.  Displays a professional commitment to ethical  practice on a daily basis. Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.

54. 100+ Things you should know as CPOI 54 Psychomotor domain The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories listed the simplest behavior to the most complex: Perception Set Guided response Mechanism Complex overt response Adaptation Origination

55. 100+ Things you should know as CPOI 55 Psychomotor domain cont’d Perception: The ability to use sensory cues to guide motor activity.  This ranges from sensory stimulation, through cue selection, to translation. Examples:  Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person ís response to different situations (sometimes called mindsets). Examples:  Knows and acts upon a sequence of steps in a manufacturing process.  Recognize one’ s abilities and limitations. Shows desire to learn a new process (motivation). Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers. Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing .Examples:  Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds Mechanism: This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.  Examples:  Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

56. 100+ Things you should know as CPOI 56 Psychomotor domain cont’d Complex Overt Response: The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance.  Examples:  Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. Examples:  Responds effectively to unexpected experiences.  Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task) Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies. Origination: Creating new movement patterns to fit a particular situation or specific problem.  Learning outcomes emphasize creativity based upon highly developed skills Examples:  Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.

57. 57 Study skills quiz An aid for students and trainers

58. 100+ Things you should know as CPOI 58 Study skills quiz

59. 100+ Things you should know as CPOI 59 Study skills quiz 2

60. 100+ Things you should know as CPOI 60 Study skills quiz 3

61. 100+ Things you should know as CPOI 61 Study skills quiz 4 – final scoring

62. 62 Icebreakers and teambuilders

63. 100+ Things you should know as CPOI 63 Principles for the use of icebreakers Why use icebreakers and team-builders? to foster acquaintanceship: help people get to know each other better increase feelings of comfort develop feelings of connectedness with others develop a feeling of trust break down walls / masks / barriers / territoriality help participants to understand and appreciate the differences among people in the group foster energy and enthusiasm to "get the blood moving" again serve as a "clearing technique", helping participants to forget about other issues and focus on the seminar provide an "advance organizer", an overview of the next topic or the purpose of the seminar increase personal awareness of current skill / knowledge level and need to learn seminar material set the tone for the seminar: participation; fun; risk-taking; etc. to "grab" the attention of participants

64. 100+ Things you should know as CPOI 64 Principles for the use of icebreakers have activity somehow relate to topics of workshop use more physical activities at beginning and after any break start with lower risk activities and build up to higher risk ones always model/give an example before the activity model enthusiasm and energy build in a low risk amount of physical contact encourage laughter vary the membership of groupings and the size of groups use dyads and triads for more high risk sharing always process key points of activity to show relevance to overall seminar

65. 100+ Things you should know as CPOI 65 Principles for the use of icebreakers Examples of low - moderate risk activities a. Introduce your partner: Interview each other with several specific sentence stems and report back to the group. b. Change five (5) things: Partners turn back-to-back and alter their appearance in five ways. They turn to face each other and try to guess the changes. Mirrors: Partners take turns imitating "mirroring" the nonverbal and verbal behavior of the other. d . Off-balance: Partners hold hands and try to form as many different balancing positions that are very "off-balance". e . Make a machine: small groups have to use their bodies to make a moving machine and demonstrate it for the group. f. Shield: Have participants draw an empty coat-of-arms and fill in 4-6 segments with words or pictures as they respond to the facilitator's sentence stem

66. 100+ Things you should know as CPOI 66