Private Security New Instructor Training CIMCs Private Security

Private Security New Instructor Training

CIMC’s Private Security Series • Developed with the Council on Law Enforcement Education and Training (CLEET) – Phase 1: Basic – Phase 2: Security Guard – Phase 3: Private Investigator – Phase 4: Firearms Training (Handgun or Shotgun) – Phase 5: Bail Enforcer

Overview of Competency-Based Curriculum Essentials

Competency-Based Curriculum Essentials • Clearly-stated learning objectives • Instruction aligned with learning objectives • Evaluation aligned to learning objectives and curriculum • Cognitive and affective skills practice • Psychomotor (“hands-on”) skill practice • Skill mastery documentation

Competency-Based Curriculum Essentials • What is a learning objective? – A specific, measurable task – Learners perform a skill or demonstrate knowledge • List in order the steps to… • Fill out a form… • Describe what the security guard should do when… – Often from national, state, or industry standards

Competency-Based Curriculum Essentials • How does instruction align with learning objectives? – Objectives indicate which level of learning is appropriate

Competency-Based Curriculum Essentials • How is evaluation aligned to learning objectives and curriculum? – Objectives indicate how learning will be evaluated – Recall, arrange, differentiate, design, etc. (knowledge or psychomotor skills) – Formative assessment: done as you teach, to see if re-teaching is needed – Summative assessment: at the end of learning

Competency-Based Curriculum Essentials • How is evaluation aligned to learning objectives and curriculum? – Performance tests – Written/cognitive tests – Quizzes – Self-checks – Rubrics (project/activity) – Portfolios

Competency-Based Curriculum Essentials • Cognitive, affective, and psychomotor skills practice – Teach, evaluate, reteach as necessary – End-of-unit review – Step-by-step checklists for psychomotor skills – Pencil-and-paper activities (Assignment Sheets) with rubrics for cognitive and affective skills

Competency-Based Curriculum Essentials • Skill mastery documentation – Profile of Training Mastery (Competency Profile) • Checklist of all learning objectives • Instructor can mark each objective off as it is mastered by the learner

What is Included in the Private Security Curriculum?

Overview of Features • • • In-depth student edition content Multiple-choice unit tests Grading rubrics for activities Teaching tips and suggested resources CD with Power. Point files Developed for use with competencybased education

Student Edition • Objective Sheet – Lists objectives covered in the unit, including handson activities (Assignment Sheets) – Serves as the unit table of contents

Student Edition • Information Sheet – Content for each objective from the Objective Sheet, other than Assignment Sheets – Icons denote online resources and discussion items – Words You Should Know – Evaluated on unit test

Student Edition • Assignment Sheet – Application activities for individual, team, or group work – Grading rubric included in Teacher Edition

Student Edition • Handout – Optional activities – Additional information for further study – Not covered on the unit test

Student Edition • Unit Review – Informal review of content from the Information Sheet to help prepare learners for the unit test – Can be used individually or discussed as a group

Teacher Edition • Teaching tips, suggestions, transparency masters, and supplemental resources aligned to specific objectives • Multiple-choice unit test covering Information Sheet objectives • Answers to tests and Assignment Sheets • Unit Power. Point files on CD packaged with Teacher Edition

How to Order • Online catalog: http: //store. okcimc. com • Or call 800. 654. 4502

Facilitating Adult Learning New Instructor Training

Characteristics of Adult Learners and Trainer Strategies • Adult learners want to know why they should learn – Relate the training to problems or situations learners will encounter as paraprofessionals – Create real-life scenarios – Show the learning process will help the learner and the students with whom the learner interacts every day – Show learners can improve or advance in a life role

Characteristics of Adult Learners and Trainer Strategies • Adult learners have expectations for learning that are based on their experiences – Respect and value their experiences; ask what they would like to know more about. – Ask questions to draw upon their experiences – Link new information to their existing experience and knowledge – Ask for their input and make adjustments – Plan alternate activities and choices

Characteristics of Adult Learners and Trainer Strategies • Adult learners are independent, selfdirected, and self-motivated – Actively involve learners in the learning process – Act as a facilitator and guide, rather than as the source of all knowledge and facts – Give them the opportunity to be responsible for their learning; engage in discussions and use presentations and group-oriented activities – Recognize that not all learners will want to learn all of the time

Characteristics of Adult Learners and Trainer Strategies • Adult learners are goal- and problemoriented – Refer to the objectives of each training module and relate content to the objectives – Stay on task; respect the real-life demands that learners face each day – Give lots of examples to connect information and application

Characteristics of Adult Learners and Trainer Strategies • Adult learners appreciate feedback – Give feedback immediately – Include a discussion item, case study, or short review quiz to summarize one or more objectives

Characteristics of Adult Learners and Trainer Strategies • Adult learners want to be respected – Know learners’ names – Avoid placing a learner in an embarrassing situation, such as highlighting a mistake – Provide low-risk activities in small group settings – Be flexible; allow time for learners to use their digital devices – Start and end the training on time and honor scheduled breaks

Qualities of Effective Trainers • Be confident – Speak loudly and directly to students – Use humor wisely and be able to laugh at yourself – Know that nervous feelings will decrease with experience – Dress in a professional manner

Qualities of Effective Trainers • Be prepared – Be sure that the lighting is adequate, the temperature is set to a comfortable level, and the furniture is arranged to best support the planned learning activities – Develop a flexible lesson plan with scheduled breaks

Qualities of Effective Trainers • Be organized – Keep all needed materials in an easilyaccessible location – Be aware of time and transition the group smoothly from one activity to the next

Qualities of Effective Trainers • Be clear – Give specific directions for each assignment and activity – Give concrete examples whenever possible – Define unfamiliar or confusing terms, names, or references – Use multiple media, including appropriate online resources

Qualities of Effective Trainers • Be engaging – Call on students by name – Present a variety of information, such as facts, examples, opinions, illustrations, statistics, or stories – Share personal experiences when appropriate – Use technology

Questioning Techniques • Be patient and do not rush • State clearly and slowly one question at a time • Focus questions on the learning objectives • Clearly phrase each question

Questioning Techniques • Give learners time to answer. Remain patient during the silence when waiting for an answer – Many trainers do not wait long enough - wait up to 10 seconds, if necessary • Direct some questions to the group and some questions to individuals

Questioning Techniques • Listen carefully to learners’ answers and provide encouraging feedback • Relate learners’ responses to other responses given in the same session to show connections

Using Small Groups • Develop tasks that are specific and concrete • Give clear, simple, task-oriented instructions • Keep group sizes to 2 -4 individuals • State the specific amount of time the groups will have to work

Using Small Groups • Have each group assign one person to record what the group discusses and report the results back to the class • Have learners share their results with the class. If alternate answers are presented, consider posting them on the board or on the course website

Learner Behaviors and Trainer Solutions • Arriving late – Set an example by always starting on time • Shyness – Stand next to these learners as you teach – Call on shy learners by name and offer nonverbal encouragement as they speak

Learner Behaviors and Trainer Solutions • Dominating discussions – Acknowledge comments and then ask for others’ contributions – Move away from the person who is dominating and focus your vision on something else • Arguing – Acknowledge the positive points and then redirect to other learners

Learner Behaviors and Trainer Solutions • Rambling – Refocus by restating the main point – Ask the learner to clarify – Ask the learner to summarize – Write the learner’s comments on the board

Learner Behaviors and Trainer Solutions • Putting the trainer on the spot – Admit that you do not know the answer, but that you will research the issue and have an answer by the next session – Redirect the question to others in the group

Learner Behaviors and Trainer Solutions • Showing obvious hostility or anger – Remain calm and polite – Do not disagree, but build around what has been said – Maintain eye contact – Give the person the opportunity to retreat gracefully from the confrontation; speak to the person privately after the session

Learner Behaviors and Trainer Solutions • Griping – Listen politely and then ask for suggestions – Request the learner to visit you afterward in order to give more time and attention to the stated concerns • Packing up early – Say something like, “You have five more minutes for which you have paid good money; I promise to end promptly”

For More Information: • Craig Maile, Manager – craig. maile@careertech. ok. gov – 405. 743. 5448 • Tracy Boyington, Instructional Development Specialist – tracy. boyington@careertech. ok. gov – 405. 743. 5516

Questions? Good Luck!