Train-the-Trainer Pilot Courses for Incident Responders and Managers (2013) / Chapter Skim
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Pages 16-26
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From page 16... ...
16 C h a p t e r 3 This section presents the findings of a comprehensive analysis of the SHRP 2 train-the-trainer pilot courses, based on the results of the (1) Course Reaction Analysis (post-course participant and instructor feedback forms)
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17 even though the train-the-trainer lessons were reserved to the end of the course, the instructors provided trainer-specific insights on the material throughout the course; for example, they alerted students to key teaching points or to issues that may arise in future classes. In response to the question "The duration of the training was sufficient for learning the subject matter," 135 out of 147 respondents from the four train-the-trainer pilots agreed (Figures 3.5 and 3.6)
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18 course using a modular concept by selecting specific lessons to teach rather than the entire course. In addition, they provided students with examples on how the structure of the course could be rearranged.
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19 one student noting that "representation of two different disciplines .
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20 Figure 3.7 illustrates the overall student performance, compared pilot to pilot. There was minimal variation among locations.
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21 Activity (Lesson 11) from Day 2 to Day 1 to provide an extended classroom break on the 1st day.
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22 across incident responder types and experience levels. Figure 3.11 illustrates that learning is occurring across the various responder types.
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23 multidisciplinary aspect of the course and try to gather responders from diverse backgrounds in their training sessions. Sample student responses to the question, "What do you consider to be the most valuable information that you will take away from this class?
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24 Tennessee (Nashville) As a result of comments received during the training delivered in Nashville, Tennessee, the team made 112 changes to the course curriculum.
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25 Key curriculum modifications implemented by the team as a result of the Florida training include • Added "Kerri Crane (Indiana State Police) " secondary incident video to the beginning segment of the course to reinforce quick clearance messaging.
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26 of the training to potential attendees. The L32A research affirmed the value of a minimum of three e-mail correspondence touch points with candidate participants as well as person-to-person phone calls to support recruitment of participants.
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