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Suggested Citation:"Chapter 4 - Conclusions." National Academies of Sciences, Engineering, and Medicine. 2013. Train-the-Trainer Pilot Courses for Incident Responders and Managers. Washington, DC: The National Academies Press. doi: 10.17226/22585.
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Page 27
Page 28
Suggested Citation:"Chapter 4 - Conclusions." National Academies of Sciences, Engineering, and Medicine. 2013. Train-the-Trainer Pilot Courses for Incident Responders and Managers. Washington, DC: The National Academies Press. doi: 10.17226/22585.
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Page 28

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27 C h a p t e r 4 The SHRP 2 Project L32A has helped to advance the shared vision of the National Academy of Sciences, AASHTO, and FHWA to improve the reliability of the nation’s roadways by pilot-testing the multidisciplinary, peer-validated National TIM Responder Training course. Beyond training a first- generation set of trained trainers to begin to promulgate these competencies in four states, the five pilot workshops conducted as part of Project L32A validated and improved the foundation of this vision: the materials and approach required to support a successful national-level, train-the- trainer delivery model for this training. Conclusions across the seven areas of assessment follow. area 1: Sufficiency of Materials and Instructional Methods to prepare Instructors The five pilot deliveries, concluding with the alumni-led deliv- ery, affirmed that course materials are sufficient to prepare instructors to lead the National TIM Responder Course, pre- suming that the instructors invest the recommended time (as described in the instructor materials) to prepare so there is successful training delivery. Enhanced support materials added as a result of Project L32A help to prepare instructors for successful training delivery. The enhancements include an augmented instructor guide (with preparation instruc- tions for instructors), customization checklists, photo- graphic supplements to the instructions for setting up activities, and a pacer guide to help instructors remain on schedule while giving sufficient time and weighting to each lesson. area 2: Course Length The TETG and previous pilot participants suggested con- densing the delivery of the main course to 1.5 days with a total train-the-trainer length of 2 days. The course has been designed to support modular delivery over a period of time or via online learning formats; however, the L32A train-the- trainer deliveries were all in-person intensive formats. Based on the five pilots, the 1.5-day/2-day train-the-trainer length appears to be an appropriate length for the in-person, inten- sive delivery format. The team recommends encouraging instructors to consider conducting the outdoor field activity on Day 1 to break up the indoor classroom learning. area 3: Instructor Criteria The L32A project affirmed the value of minimum suggested cri- teria for candidate trainers, particularly the importance of field experience in assuring perceptions of credibility, and the recom- mendation that instructors have previous training experience. area 4: achievement of Learning Objectives Student performance across disciplines and training locations (i.e., under tutelage of a range of instructors) were sufficiently consistent and strong to suggest that the fundamental struc- ture, content organization and presentation of curriculum, and instructional methods are sufficient to support the achievement of the learning objectives. The master curricu- lum and, by extension, the exam question bank, should be periodically reviewed and updated to assure it remains consis- tent with current and emerging best practices in the domain. area 5: Multidisciplinary emphasis of training Participants affirm that this is one of the most valuable aspects of the learning experience offered by the National TIM Responder Training. As a key guiding principle of the original vision for this training, the curriculum and materials seem to appropriately and sufficiently convey the transformational value and benefits of regions embracing a multidisciplinary approach to TIM. Conclusions

28 area 6: Curriculum Changes The L32A project resulted in nearly 1,500 adjustments to the master curriculum and support materials. Content consolida- tion to eliminate redundant material; enhancements to quick clearance messaging to balance this with related safety mes- saging; updated statistics and imagery; and enhanced talking points for instructors represented the majority of curriculum updates. A final recommendation is to rebalance the exam question bank to more closely reflect the approximate weight of the lessons as measured by approximate lesson time. area 7: Logistical Lessons Learned The ultimate success of the train-the-trainer model as a foun- dation for achieving the long-term vision of transformation in the state of the practice in TIM field response depends on attracting a qualified pool of candidate instructors. This depends on effective pre-event invitational and recruitment strategies. Host locations are urged to treat this aspect of the training experience as equally as important as the quality of the in-class learning experience. With nearly 1,500 adjustments to the training product based on feedback from nearly 200 additional field respond- ers across seven TIM disciplines, a field-tested participant recruitment model and supporting tools (such as invitational language and welcome packages), and materials enhance- ments such as a pacer guide and photographic support to activity set-ups, the L32A project has refined and improved the train-the-trainer model on which the vision for nation- wide delivery of this important training depends. The L32A project is delivering a comprehensive, sound, and, most important, peer-validated training product that has the potential to benefit thousands of responders across the coun- try, as well as road users and communities, through more reli- able, safer roadways and by promoting a higher national-level standard of TIM.

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TRB’s second Strategic Highway Research Program (SHRP 2) Report S2-L32A-RW-1: Train-the-Trainer Pilot Courses for Incident Responders and Managers describes pilot tests of the National Traffic Incident Management train-the-trainer course, the course's revised and finalized curriculum, and an evaluation of its effectiveness.

For more information on traffic incident responder training, contact your state's FHWA division office.

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