Professional Instructor / Train the Trainer · Train the Trainer / Professional Instructor Course International Security Training, LLC Page 6 of 45 TRAINING LIABILITY What is your

Train the Trainer / Professional Instructor Course International Security Training, LLC Page 1 of 45


Professional Instructor / Train the Trainer

16 Hour Course

© 2003 – Present

www.InternationalSecurityTraining.org



COURSE & TRAINING INTRODUCTION Course Objectives Page

1. Introduce the course & training function --------------------- 02 2. Explore training liability ------------------------------------------------------- 06 3. Explain adult learning basics ------------------------------------------- 11 4. Learn about course & presentation design --------------- 18 5. Learn “how” to train --------------------------------------------------------------- 29 6. Discuss how to manage / eliminate stage fright ------ 34 7. Analyze classroom management techniques ----------- 36 8. Create a sample security curriculum ----------------------------- 41 9. Develop a training calendar ----------------------------------------------- 42 10. Explain how to improve your skills ----------------------- 44

How was this course developed? Well, this course is a blend of:

1. Peace Officer ‘Train the Trainer’ Courses 2. Military Instructor Programs 3. Pharmaceutical ‘Train the Trainer’ Programs 4. Sales trainer programs 5. Martial Art Class & Seminar Instructor Courses

All of the above industries (the top four) have to

maintain high standard programs due to Quality Assurance & Government oversight factors.



Who Is A Trainer?

Anyone who helps people increase their knowledge or skill… is a trainer. Progressive minded companies and agencies require qualification prior to a person instructing. Training commonly occurs in these areas:

• Pre-Employment Training / N.E.O. (New Employee Orientation)

• Annual or In-Service Training

• Department Core Training

• Job Specific Training

• Management & Leadership Training

• Trainer Development Let’s take a look at each area: Pre-Employment / N.E.O. Training

Health and Safety. Provides the fundamentals of understanding and maintaining the OSHA types of standards.

Orientation and Legal Liability orients new employees to the company / agency and satisfies legal and liability mandates. Department Core Training

Training that, all employees assigned to the department must have, regardless of their specialized assignments & duties.



Job Specific Training

In addition to the department core training, an employee will now be trained on the tasks that are specific to his/her job. These tasks may be different from employee to employee. Annual or In-Service Training

Provides refresher training to current employees as directed by an Annual Training Plan or in a lot of cases… by law!

• Annual

• Biennial

• Situation Based Management & Leadership

Preparing employees for career progression involves providing team leader, conflict management, employment law, interviewing, supervisor, manager and leadership training. This training should be offered BEFORE a person is promoted into a position that requires those skills. Trainer Development

Companies & agencies should employ both full time instructors and part-time (adjunct) instructors. Both are critical for maintaining the integrity of a company’s training operation.

Now, before someone is allowed to instruct… they must

be trained on ‘how to instruct’! (Just like you are doing with



this course.) ☺ Being an expert in ‘doing’ something doesn’t mean you’ll be an expert in ‘teaching’ someone how to do it. That’s why all instructors MUST be trained in how to instruct / teach.

Adjunct instructors teach once in a while on a specific class. In law enforcement, FTO’s or Field Training Officers are used to bridge the gap between Academy Training and Real World applications.

Whatever role you end up filling in the training world, remember: the importance of trainers is unequaled! That being said, how do you want to be remembered???

I want you to be remembered as one of the best

instructors your students have ever had. So, watch as many trainers as you can… and then, COPY the best! ☺ Best Instructor Traits?

A Mediocre Trainer - TELLS A Good Trainer - DEMONSTRATES & TELLS A Superior Trainer - EXPLAINS “WHY”, DEMONSTRATES & TELLS A Great Trainer - INSPIRES, EXPLAINS “WHY”, DEMONSTRATES, & TELLS

Be A GREAT Trainer!



TRAINING LIABILITY

What is your liability as an instructor / trainer? This section will answer that for you. I’m not at all trying to scare you but I do want you to be an informed instructor.

Training liability involves any situation in which you are subject to being sued in court for actions you did… or did not do… while acting in the capacity of a trainer.

Remember, when a negative event happens, training is one of the first places to be inspected. Knowing this… I intend to help you minimize liability to yourself and your organization. Why? Because being sued affects your entire family… not just you.

When it comes to training, here are some of the questions the plaintiff's attorney will focus on:

1. Was this employee trained? 2. Who trained this employee? 3. What are the trainer’s qualifications? 4. Is there signed attendance roster? 5. Is there a lesson plan? 6. How was the employee’s performance and attitude

during training? 7. How are skills assessed in this class… that are related

to the liability issue? (Skill practice? Written exam?) 8. Did the participant pass the practice? Do you have a

checklist? Do you have the written test? OR, Did you just pass them anyway? Why?

If you’re on the witness stand or in a deposition, answer

the questions, only. Don’t give “opinions”



I have been ‘under the gun’ as a trainer in both Military,

Law Enforcement and Corporate arenas… it’s just part of the job. Even though I always came out on the “winning side”… it still was a crummy feeling when getting grilled by the skilled attorneys. Listen to your attorney and you’ll do fine. If your training was appropriate, hopefully your attorney will be able to steer accountability to the ‘doer’ of any inappropriate actions. A lot of people who screw up at work say this: “No one ever told me” or “I wasn’t trained”. For you – just keep a cool head & disposition and things will work out.

How would you back up your testimony? Remember to complete your documentation and ensure you have a signed “Roster” showing participant attendance for that day. Also, obtain the lesson plan taught that day. Never throw away old lesson plans. A smart thing to do is to archive an electronic version on your hard drive.

Still you ask, how are YOU liable? Well, let’s look at:

• Standard of Care

• Criminal liability

• Civil liability

• Direct liability

• Vicarious (in-direct) liability Standard of care

The basic thoughts around Standard of Care are that trainers should be certified and knowledgeable about courses they instruct… they should follow the lesson plan… and clarify incorrect answers.



Also, training should be continuously evaluated,

updated, documented and appropriate follow-ups need to be provided when appropriate.

Trainers may be liable if they commit an act that does not meet the recognized STANDARD OF CARE and harm results. Criminal Liability

This is where the government complains about the conduct of an individual. A fine or imprisonment is imposed. The ‘guilty beyond a reasonable doubt’ standard is used and the burden of proof is on the government. Civil Liability

This is where an individual complains of another’s conduct and asks the court for a remedy (usually money). The ‘proof by a preponderance of the evidence – 51% or more’ standard is used and burden of proof is on the plaintiff. Direct Liability

Direct liability is liability that the instructor incurs directly through their own actions during training. For example:

• During a training exercise, the instructor hurts someone during a demonstration

• While demonstrating an accident occurs because of the instructor’s negligence

Vicarious Liability



Vicarious liability is indirect civil liability for the actions of another. It extends to the company / agency for the actions of all of its employees. There are 4 types of vicarious liability that surround training.

1. Negligent Failure to Train 2. Negligent Course Preparation 3. Negligent Instruction 4. Negligent Documentation

1 - Failure to train is where the employee caused the problem as a result of insufficient or inadequate training, and the organization knew or should have known. The situation may involve things like:

• Employer did not provide training

• Faulty training was provided

• Policy & procedures were not in training

• Training was not current

• Instructors were not qualified

2 - Negligent course preparation is where the employer did not properly prepare the lesson plan, or the lesson plan was outdated. It is the company, agency & instructor’s responsibility to get current, and STAY current! Also, they must be knowledgeable about and apply relevant policies and procedures on the topic.



3 - Negligent instruction is where objectives

are left out of the instructional process by the instructor. Remember, instructors MUST follow the lesson plan and performance objectives. Also, they must correct faulty behavior immediately.

4 - Negligent documentation involves failure

to document critical aspects of the training, i.e. attendance rosters or tests. Remember to send signed rosters to the appropriate person / department as soon as possible. This is critical because upper management frequently requests compliance reports.

Minimizing YOUR liability as a trainer

1. Study and follow the lesson plan! 2. Ask yourself, “is the training safe?” 3. Avoid these hot buttons

a. Race b. Religion c. Gender d. Sexually related topics e. Politics

4. Keep accurate documentation. Turn rosters into appropriate person / department (Keep a copy)

5. Constantly seek feedback and strive for improved training measures

Cautionary reminders:

1. What you allow, YOU AUTHORIZE! 2. If it isn’t written down, it didn’t happen



Copyright Law and your liability:

The “fair use” standard of the 1976 Copyright Act if used appropriately can minimize your liability.

The Act grants “fair use” of copyrighted materials for:

• Creation of new works – when credit is given: o Bibliography o Adapted from . . .”

• Educational use

• Personal use

Visit www.Copyright.gov for more info. If you’re in a different country, please research the laws of your nation and obey them.

ADULT LEARNING BASICS

What motivates adult learners to attend training? Many things do, but we’ve tried to narrow the reasons into 6 big categories:

1.) Social (friends, networking) 2.) External (boss makes them go) 3.) Internal (personal goals & development) 4.) Professional advancement 5.) Escape or stimulation (break routine) 6.) Cognitive interest (just for the sake of learning)

Now that we have some ideas as to WHY an adult

might be in your training event, let’s discuss some principles that surround adults. Below we have 12 items listed. Remember, they are Adult Learning “Principles” not absolute



rules. So, use the 80% rule. Meaning that the items below will be accurate for approximately 80% of the students you have.

1.) They pursue accuracy rather than speed 2.) They underestimate their ability to learn (lack

confidence) 3.) They rely on prior knowledge & experience 4.) Their short-term memory declines & long-term

memory improves. 5.) Their vision & hearing ability may decline 6.) Their energy level is lower & reaction speed

becomes slower 7.) They tend to be oriented toward solving immediate

problems and making immediate application 8.) They need to feel comfortable when taking risks &

experimenting with what they’ve learned 9.) If available, they like to review previous materials 10.) They like to use memorable words, experiences,

and concepts 11.) Use content with near-term usefulness and

immediate, practical application 12.) The like to proceed gradually from simple

concepts to more difficult ones

Knowing the above items, trainers should do the following 8 things so that the learning experience is maximized for their participants:

1.) Organize verbal instructions into clear steps 2.) Tie the learning objectives to students’ prior

knowledge, current abilities and skills 3.) Provide frequent opportunities for practice 4.) Give frequent feedback; compare with desired

results



5.) Be supportive with words & body language 6.) Use a variety of training modalities 7.) Supplement the event with written materials 8.) Arrange for frequent breaks (every 60 – 90

minutes)

Let’s take a moment to look at ‘retention’. The ability to retain new information varies from person to person… and from day to day.

What learning styles yield max retention? Well, studies show learners retain approx:

10% of what they read 20% of what they hear 30% of what they see 50% of what they see and hear 70% of what they see, hear and say 90% of what they see, hear, say and do

Gaps in retention may be due to:

1.) Short term memory on overload 2.) Learner is unclear about course objectives 3.) Instructor or participant sets off a related chain of

thoughts that the listener pursues… resulting in a detour away from the topic

a. An effective facilitator stops the “detour” to get participants back on the road

Some tips for increasing retention are to:

1.) Keep the class meaningful and fun (as appropriate to your audience)

2.) Teach in an organized manner



3.) Use acronyms when possible 4.) Structured note taking (fill in the blank handouts,

etc.) 5.) Use “Idea to Picture” visuals 6.) Quick tests / stop checks 7.) Hit visual; auditory; kinesthetic learning styles 8.) Provide “practice time”

b. Always evaluate the practice c. Correct the DONT’s d. Reinforce the DO’s

Now, since the section above mentions the learning

styles… let’s take some time to explore four major learning styles.

Here Are The Four Learning Styles:

1.) Visual 2.) Auditory 3.) Kinesthetic 4.) Thinker

Let’s look at each one of them individually:

Visual / the watcher

1.) Observes the task 2.) Watches video clips 3.) Studies flow charts 4.) Easily distracted by visual stimuli



Auditory / the listener

1.) Highly verbal 2.) Asks instructor reflective questions 3.) Remember what’s said 4.) Easily distracted by noise

Kinesthetic / the doer

1.) Prefers hands on practice right away 2.) Requires contact with task 3.) Discovers things on their own 4.) “let me do it” mentality

The thinker

1.) Will study using previous 3 styles 2.) Requires lots of feedback 3.) Oftentimes has prior experience 4.) Likes to obtain specific info and general

info 5.) May need more time to process the

information than others

So, how do you identify learning styles? Well, when you’re in a jam for time… the fastest way is through OBSERVATION! I recommend you start watching people as they enter the room. Listen to their discussions with others as well as the way they speak to you and ask you questions. Normally, a good instructor can have a really good grasp on the participants learning styles within the first hour or two of training.



1.) Observation If time allows, you can use items 2 – 4 to really discover

a participants learning style.

2.) Written Surveys 3.) Interview Trainee 4.) Ask Other People Who Are In Contact With

Trainee

So far we’ve explored what motivates adults to attend training, adult learning principles, ways to increase retention and the learning styles. Now let’s study an ‘overlapping topic’ called “The 2 Conditions of Learning”. Conditions That Discourage Learning

Conditions that discourage learning can be physical, psychological or emotional in nature. Let’s look at each: Physical

1.) Wrong temperature 2.) Poor facilities & lighting 3.) Inadequate breaks and/or no amenities 4.) Poor visual aids 5.) Ignoring special needs 6.) Tired – coming off shift 7.) Uncomfortable chairs



Psychological

1.) Lack of empathy for growing pains 2.) Overload of theory 3.) Providing no feedback opportunities 4.) Covering the material too fast or too slow

Emotional (Training Scars)

1.) Talking “down” 2.) Humiliating participants 3.) Superior instructor attitude 4.) Verbal confrontations 5.) Inappropriate humor

Conditions That Encourage Learning

You can create an environment conducive to learning by providing conditions that enable learning. Here are some ideas for you:

1.) Ensure the performance objectives are clear to all 2.) Get their “buy in”… 3.) No surprises 4.) Build on their experiences

a. Learn their experiences by having them introduce themselves to the class

5.) Give copies of all materials 6.) State clearly the responsibilities and expectations

for students and instructors



When you draw upon your learner’s prior knowledge & experience, you will… increase learning ownership, assist with cooperative learning and reinforce ways for adults to value & learn from sharing.

Remember, the process of learning is emotional… as well as intellectual so ask yourself, “Is the learning emotion encouraging or discouraging?” Strong introductions & conclusions use emotions:

1.) CPR Intro (911 call where a child dies) 2.) Officer Safety Closing (reading an officer obituary)

COURSE & PRESENTATION DESIGN

Most instructors won’t have to design their own courses. However, for those who do… I wanted to provide an overview of the key elements involved. There are three critical adult learning stages in relation to a training event:

1.) Readiness 2.) Presentation of training 3.) Reinforcement & retention

Let’s look at each one individually:

Readiness

1.) Get their attention and interest 2.) Establish why they’re going to learn



3.) Let them know what to look for 4.) Give them a map to where they’re going

a. Overview b. Goals c. Objectives d. Pre test (if appropriate) e. Questions during the course

Presentation of training

1.) Determine how much info to give them and how fast

2.) Spot check for feedback 3.) Use training aids to focus the group 4.) Use the learners experience 5.) Get the learners involvement

Reinforcement & retention

1.) Repetition a. Varied learning style techniques b. Applications, key point reviews, exercises,

experiences. c. Spaced. Why? Most forgetting occurs

almost immediately a. Learning loss without repetition

First ½ hour – 42% First hour – 56% First 8 hours – 64% First week – 75%

Having and understanding the information above will

assist you in developing the course. The industry accepted Instructional System Design (ISD) involves 5 Steps:



1. Analyze course, participant & legal needs 2. Design course outline, create learning objectives, choose

instructional approach(s) 3. Develop instructional or training materials

a. Now you’ll have your lesson plan. The lesson plan is your “Road Map”. Its’ purpose is to provide all of the information about a course so that any instructor could come in and give the course as stated.

4. Implement the new course; train pilot groups 5. Evaluate make sure the training achieved the desired goals; re-

adjust if needed

� Known as A.D.D.I.E.

Rule of thumb – develop your courses with the big 3 learning styles in the curriculum.

1. Visual = presenter + video clips + reading materials 2. Auditory = presenter + audio book (cd’s or mp3’s) 3. Kinesthetic = strategically placed hands-on practice

Building Creative Presentations Into Your Course As a course designer, you have many options available for you to build into the lesson plan. That being the case, let’s look at the most common ‘delivery methods’ used by instructional designers… and then review tips for making those methods work well! 1.) Standard lecture

Lecture is the most widely used method of training delivery, and the method we are the most familiar with.



Some advantages are they allow for training of larger groups and it allows for the presentation of maximum amounts of information in a minimum amount of time.

Some disadvantages are they may not allow interaction and/or always keep the learners engaged. In addition, they may not provide for an information exchange between the instructor and audience. Lecture techniques that improve the audience’s experience:

• Speak from different areas in the room

• Use visual aides or props

• Provide workbooks or handouts

• Use case studies and examples

• Be energetic and move around! A big sign of a low-skilled trainer is the one who sits down most of the class and/or appears tired.

2.) Interactive presentations

Some advantages are that they keep the audience interested and involve most of the participants. Additionally, they provide an opportunity for a collaborative process which creates a less threatening environment.

Some possible disadvantages are that they may take longer to prepare & take longer to present. Many times the room set-up takes more thought and it takes more instructor skill and knowledge than a standard lecture to facilitate.



5 Types of interactive presentations:

1. Team teaching 2. Role plays 3. Games 4. Hands on practice 5. Demonstrations

Team Teaching

These are great because they can break up a long class and expose students to different teaching styles. Remember, two instructors is better than one. This method allows co-instructors to remind each other of tips, errors, & over due breaks. Role playing

This definitely gets participants involved and allows for a more ‘real’ experience. It can also assist with evaluating progress of your students. You may experience initial resistance from the students, but stay on course. The benefit far outweighs the challenges. Games & Competition

These should always reinforce course ideas. Be sure to use practical applications and ensure all students participate. Remember, learning can be fun but you should always ‘know your audience’. A game that is enjoyable for business office staff may not work well for field or line staff.



I’ve seen instructors try games that are loved by corporate types… on law enforcement / corrections folks. The result is almost always horrible. It’s been my observation that law enforcement & corrections staff typically don’t like “cute, warm & happy games” or those types of ice breakers. ☺ It’s even worse when the instructor thinks the problem lies with the audience… and not their (the instructors’) choice of activity. Hands on practice

Getting more senses involved increases learning and is often referred to as “total body learning”. Always be supportive to your students and not emotionally / verbally abusive. (Sarcasm or laughing at, etc.) Mistakes should be made & corrected in training… not in the real world! Demonstrations

These are done by one instructor, multiple instructors or with participant volunteer(s). They can also be watched on video. Remember, seeing a task performed at real speed in a real environment can be tremendously valuable. (Especially AUTHENTIC footage such as security camera footage) Training aids

These are used to show things that could not be shown otherwise. They can appeal to these three learning styles -- visual, auditory, kinesthetic and stimulate interest in the topic



at hand. In addition to helping students grasp the message, they also may help guide the instructor during the course. Types of training aids

1. PowerPoint slides 2. Dry eraser board 3. Flip charts 4. Video’s 5. Props 6. Handouts

PowerPoint slides

Computer slide shows have many ADVANTAGES. Visibility, the ability to make immediate changes, the ability to create “handouts” from the print menu, etc.

Whether you’re using Microsoft, Apple or Open Office

type of programs… I think you’ll like this option.

Of course, there are DISADVANTAGES as well. Such as malfunctioning equipment, the learning curve to create slides, etc. Dry erase boards

A couple ADVANTAGES are: that you can brainstorm & erase, they’re easily available & popular and they’re cheaper than flipcharts.



However, some DISADVANTAGES include once erased… the info is GONE! They can be messy and you MUST use “erasable” markers. Flip charts

A few ADVANTAGES here include the fact that they are portable, you can prepare them ahead of time, they are visible and maybe colorful, you can hang them almost anywhere and you can keep them for the future if desired.

Some DISADVANTAGES are the wobbly stands, finding space, illegible printing or writing, and paper clean-up / trash.

Tips for Dry erase & flip charts

1. Use non-permanent markers on dry erase boards

2. Avoid light colors 3. Print in block letters, not cursive. 4. Don’t talk to the board while you are writing

Video clips / DVD’s

These are a phenomenal addition to any class. Some ADVANTAGES are that you can show a “spot” or all of it, show the most current information and you can create your own clips & DVD’s. Also, you can use as an “activity” just remember to give directions on your expectations!



A couple DISADVANTAGES do exist. Such as, trying to find the “spot”, equipment availability (VCR / DVD Player) and the possibility that you may lose your audience. (participants falling asleep, etc) Props

ADVANTAGES here start with allowing your students to see a real item. They can add humor, aid with the timing of your class and enhance your presentation, etc.

Some DISADVANTAGES involving props are that they’re liked by some students and are distracting to others. Also, depending on what you’re teaching, they may be dangerous so ensure they’re used under strict supervision. Ask yourself, is using photos instead an option? Always remember YOUR liability as an instructor. Handouts

These come in a variety of styles such as vendor provided materials, drawings, PowerPoint slides, and policy / procedures, etc.

Always remember to create a Table of Contents and to

number the pages. Also, staple them together in the sequence of material presented. Putting it all together & sketching out the course:

After you’ve created your course, ensure it meets all of the expectations from the 5 step new course model below!



Just take it line by line and ask yourself a variation of these two questions… depending on the step you’re on:

“Does this course have a ____________” or “Did the course do _____________”

Here we go… 1. A good opening…

• Captures the audiences attention

• Reveals trainers style

• Raises the students comfort level

• Introduces topic 2. Setting Objectives

• Trainee will know what to expect

• WIIFM (What’s in it for me?)

• How will I learn

• Evaluation expectations (how will the STUDENT be graded)

• Agenda during the event

• Housekeeping rules 3. Main Body

• Content for training

• Reveals speakers’ presence

• Energize audience at predetermined intervals

• Should contain open ended questions



• Group activities are included here 4. Closing

• Paraphrase key points

• Restate

• Benefit statement 5. Evaluation – Kirkpatrick Model (How you’ll grade the

students)

• Awareness

• Knowledge

• Behavior

• Results

Awareness

• Are trainees happy?

• Is the material relevant?

• Is the design appropriate?

• How effective is the trainer? Knowledge & Skills

• Did materials teach the concept?

• Did methods teach the skills?

• Did trainees attitude change?



Behavior

• Did behavior change?

• Are the new skills being used on the job?

• Did trainee retain the knowledge? Results

• Was there a positive effect on the organization?

HOW TO TRAIN

Some instructors are good at presenting a curriculum but find out eventually that they don’t know how to teach a task! I’ve seen this so many times from very, very educated people. Here’s the basic formula for teaching a task:

1. Tell ‘em how to do it 2. Show ‘em (break the task down into numbered steps) 3. Walk ‘em through it 4. Watch ‘em do it 5. Test ‘em while they do it un-coached

Teach & practice in progressive phases

• Crawl, walk, run

• Fully staffed, minimally staffed, under staffed

• Perfect weather, a bit windy, nasty storm

• No resistance, passive resistance, under attack



How do these four ideas pertain to YOUR training? Room arrangements

• Diagonal V-Rows

• U-Shape

• Round or square

• Rows (participants cannot see each other) o Variations help break-up the monotony

• To learn you’ll need to consider: o Space for the participants o Space for activities o Space for flipcharts

• Periodic Re-Grouping of participants so they can participate with a variety of adults and learning styles

How To Instruct a Pre Designed Curriculum Use the four steps below: 1. Qualification / Certification

• If time and resources permit

• Get certified as an instructor by the course designer

• Co-train a couple of times with a more seasoned instructor prior to training solo

2. Preparation / Get Ready

• Obtain materials, procedures, documents

• Review training method(s)



• Gather audio visual aids

• Identify audience

• Schedule (if already scheduled, re-confirm)

• Re-read curriculum & practice the presentation 3. Get Set

• Assemble materials

• Check equipment

• Check facilities 4. Train

• Opening

• Objectives / Expectations

• Main Body

• Closing

• Evaluation

Employ Role Play Training

Read (or create) a Role Play Introduction Sheet. It contains the basic information needed for the instructors to conduct the role play. Below is a breakdown of the 4 sections:

1. Objectives

a. Should be action oriented & measurable

2. Role Play Overview



a. Scenarios b. Level of Reality Intended c. Time Allotted per scenario d. Variables e. Safety Issues

3. Role Players

a. Basic rules that apply to all role players regardless of

the scenario

4. Instructor Responsibilities

a. Instructors’ role b. Scenario tempo c. Safety d. Debrief & evaluation e. Debrief questions f. Instructor observations

Participant information sheet Main objective How to deal with your mistakes Accept the fact that you made a mistake Understand what you need to do to fix the mistake Fix the mistake Forget about the mistake Training rules Individual Role Play (Scenario) Sheets

Role players



Props Scenario info Key Terms Notes: Role player actions Expected outcome

How To Run Activities Here are the three basic steps to conducting a successful activity:

1. Set-up 2. Monitor 3. Evaluate

Remember, each leg/step is dependent upon the other. Setting up the activity

First, participants need to understand the purpose of what they are to do. Next, explain the set up and materials needed. Make sure you provide clear instructions… write on board if possible.

Inform your students of the time allowed (group time

and presentation time)… then explain the reporting method & who will report. Monitoring the activity

While walking around the room, identify if/when a group is on/off task. Reinforce directions & re-direct when they



“detour”. If applicable, re-clarify when they don’t understand and explain when they have missed a key point. If needed, adjust time frames as time allows. Evaluating the activity (Debriefing)

1. What was the learned? Was that valuable? 2. How effective were key points made? 3. What went well? 4. What could be improved?

MANAGING & ELIMINATING STAGE FRIGHT How to overcome stage fright

1. Know your subject / re-read lesson plan & materials 2. If possible, co-train a few times before going solo 3. Look as fit, healthy and well groomed as possible 4. Complete the written exam prior to the class 5. Know your audience and what gets them motivated 6. Anticipate problems with equipment and also

challenging “people issues” 7. Perform a ‘practice run’ in the training room… using the

actual equipment 8. Hold something in your hand(s) 9. Observe other instructors and mimic! 10. Video, then watch yourself 11. Tape, then listen to your voice 12. Practice in front of the mirror



Deliver an inspirational opening…

• Use a famous quotation and tie into the main objective

• Tell a personal story (see next section)

• Read a testimonial Rituals for achieving & maintaining EXCELLENCE as an instructor

• Do all the “healthy stuff”

• Go to bed early & wake up early

• Remember, you (and your students) need a break every 60 – 90 minutes

• Do at least two resistance workouts a week…Rockhurst University o Consulting your doctor 1st is a must… a gym

membership is NOT!

• Trainer’s “Self-talk” o No matter what happens, I can handle it o I’m confident I’ve spent enough time to know the

lesson plan well o I’m aware of my body movement, facial

expressions, and eye contact o I’ll relax, I’m doing something (public speaking)

most people are too afraid to do. I’m proud of that. Instructor & Course Evaluations:



Always pay attention to them. Their tips may help you improve (thus building confidence) if you accept the feedback constructively.

CLASSROOM MANAGEMENT

Classroom expectations – communicate these rules ASAP! It shows that you’re confident and in charge of the event. Actually, I like to send confirmation letters or emails that remind folks of not only the agenda… but these rules as well.

1. Be on time. Being late may cause you to fail this course.

2. Print (legibly) & Sign the rosters 3. Put Phones, Pagers, and Blackberry’s on “silent” 4. Use breaks for returning calls or emailing via

blackberry. 5. Bring writing materials 6. Return room to normal & clean condition

Keeping your audience engaged

• Sharing information is more than just speaking to them. Try these questions:

o What do you think about this slide, info, picture? o What’s the point the course is aiming at here? o Do you agree or disagree with this information,

slide, definition, guidance, etc? Now, let’s discuss three categories of disruptive behaviors:



1. Withdrawal 2. Diversion 3. Attack

Withdrawal

Withdrawal is the refusal to respond to efforts of the instructor to obtain active participation. Below are two types:

o Apathetic: Day dreaming, token participation, non-responsive to questions.

o Hostile: Overtly ignores the instructor, refuses to

participate. Diversion Here are several types of diversion

• Participants initiate a side discussion

• Dominates a discussion

• Redirects a discussion

• Points out all the “typos” Attack/ Direct challenge to the instructor

• Takes the form of inappropriate comments and questions o Student may openly criticize the instructor,

material, company or agency o Student may refuse to cooperate or may argue

with the information being presented



Be strict with participants arriving late for class. Why?

• It’s unprofessional behavior

• It hurts the participants & instructor o Distracting to entire group o Conversations / jokes about late arrival begin o Some participants have resentment towards the

late arrival o Instructor must repeat information o “Repeating” information may be confusing o Participants see if instructor is flustered o Participants have resentment towards the

instructor if he/she doesn’t hold the late arriving person accountable

How to handle late class arrival

• Post a sign on door 15 min after start o “Sorry you have arrived too late for ________

class . . .”

How to handle tardiness after “breaks”

• Same sign as above

• Penalty payments to peers

• Points off final exam Dealing with disruptive behaviors

• Publish classroom rules and student expectations

• M.B.W.A. Management by walking around



• Proximity – move nearer

• Use quiet pauses

• Student placement o During activities instructor can place problem

students in different seats/groups in order to stop their disruptive momentum

Uncooperative, refuses to participate

• Engage student away from class

• After one warning, tell them you have no choice but to have them leave

• Send an email to their supervisor stating what happened and the steps you took to remedy the problem

Hostile aggressive

• Give them some time to calm down

• Avoid direct confrontation

• Use “I” statements & avoid “You” statements

• Begin increasing assertiveness

• Give warning, then ask them to leave Complainers

• Listen attentively but not too long

• Acknowledge their feelings

• Avoid complaining with them

• State the facts without apology Negativists



• Be empathetic, but don’t be dragged into their despair

• Do not try to kid them out of their negativism

• Be ready to continue, without their agreement

• OTHERS? Know-it-alls

• Recognize their knowledge

• Prepare yourself to listen and paraphrase their main points

• Cite the policy or other references

• Ask questions to recognize problems

• Confront in private if necessary

• OTHERS? Manipulators

• Be assertive; they are testing you

• Start out firm & set your standards

• Deal with facts & refuse unethical requests

• If you have been manipulated in the past, it may take a couple “stands” to prove you’re not easy. Never quit! ☺

What if the group clams up?

• Keep asking open ended questions

• Give hints

• Be patient in waiting for a response

• Discover their “WIIFM” and use it to your advantage

• Smoothly provide an answer / option from a ‘past student’ & ask if they agree.



Indecisive participants & staller’s

• Ask: Were my instructions confusing?

• Ask: Is there a problem I can help you with? (Always ask with a concerned tone…)

• Remind them of the time allotted for the activity

• Re-arrange groups so same people are not stuck with the staller every time.

Remember, you are in charge of the environment!

HOW TO CREATE A SECURITY CURRICULUM

Every new officer / agent should have to complete a structured training & testing program. This is more than just a current employee taking the new person thru a checklist.

The curriculum itself is based on the responsibilities of

the security department / team. A corporate security officer will have different task than a VIP protection agent. For example:

Corporate Security Officer Training Modules

1. Building / Property Familiarization 2. Safety / Security Rules For All Staff 3. Access Control System Operation 4. Fire Alarm System Operation 5. Badging Procedures 6. Visitor Control & Access 7. Patrolling Requirements 8. Documentation / Incident Reporting



9. Etc. VIP Protection Agent

1. Basic Detail Formations and Responsibilities

2. Advance Team Procedures 3. Vehicle Search / Inspection 4. Awareness Training / Trigger Cues 5. Verbal Skills / De-escalation 6. Weapons Training 7. Unarmed Combatives 8. Escape and Evasion Driving 9. Etc.

Create a curriculum and then review and if necessary,

update on an annual basis. So, if your curriculum had 12 modules / chapters… create a revision plan that states one module per month will be reviewed. Assign a responsible person (if not you…) and you’ll be all set. Just remember to monitor & follow up!

HOW TO STRUCTURE A TRAINING CALENDAR Training calendars come in a couple different variations: Initial training / academy

For example, if your company / agency has a 2 month academy… that’s 8 weeks. Assuming you have 5 work days per week… that’s 40 training days.

Some classes will be 4hrs long… some 6hrs… some 8hrs… some 16hrs. You’ll have to print off a blank calendar



from Outlook, Google, etc. and pencil in the class titles & times.

The first time you do this, it can be challenging but it’ll become routine after a while.

The toughest part will be obtaining instructors and getting their schedule to work with yours. (Unless you’re teaching everything) In service / refresher

This calendar will need to be broken down into 12 months in most cases. Divide all of the class titles up and spread them out evenly over a 12 month period.

Then if needed, assign them to a specific week on the calendar. If you have 25 topics… you’d be able to refresh your staff at least 2 times a year. (Working on a 52 week calendar.) Incident driven

Sometimes things go wrong. Whether employees get injured, product gets damaged, intelligence on bad guys changes or laws relating to your business change… you will need to schedule training asap. The situation will dictate WHO has to attend. The most important thing is to do so in an orderly fashion… and document everything!



HOW TO CONTINUOUSLY IMPROVE YOUR

SKILLS

Making presentations, giving speeches, teaching tasks and annual refresher training FOR YOU is the way to continuously improve your skills. In this section, let’s first explore Clubs / Associations that you can join in order to improve your skills. They are listed in the order that I think a person should join them.

1. Toastmasters Club www.toastmasters.org

2. National Speakers Association

www.nsaspeaker.org

3. Any outside “Train the Trainer” course

4. American Society for Training & Development www.astd.org

Now, I want you to do some research. I want you to go to your favorite video community website (i.e. www.YouTube.com ) and search for video clips of the people below. Don’t get caught up in whether you agree or disagree with their message… your focus should be on their presentation skills.

They all have different speaking styles… yet all are VERY popular and HIGHLY sought after instructors & presenters. Watch what they do and mimic them if you can.



1. Suze Orman - Financial Trainer

2. Lt. Col. Dave Grossman – Police & Military Trainer

3. Tony Robbins – Success Coach

4. Ellie Drake – Entrepreneurial Trainer & Motivational Speaker

5. Ron Balicki – JKD Instructor

6. Casa De Kenpo – Kenpo Karate Dojo

IN CONCLUSION

Remember this, we learn best via EXPERIENCE and then we rely on TRAINING to make up for the things we’re not frequently experiencing.

Re-read this manual every other month… and make

sure you find (or create) opportunities to train people. Combine that with joining a group like Toastmasters… and you’ll be on your way to greatness!

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