Essentials of Effective 9-1-1
Training Programs
Cheryl J. Greathouse, MPA, RPL
Director, 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
Course
• Student
• Student
Class
Class
• Student
• Student
• Student
• Student
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, RPL
Director, Instructional Services
Georgia Public Safety Training Center
478-993-4637
cgreathouse@gpstc.org