Train-the-Trainer Pilot Courses for Incident Responders and Managers (2013) / Chapter Skim
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4C h a p t e r 2 The research approach for the L32A project was designed to accomplish the following objectives: • Pilot-test National TIM Responder train-the-trainer curriculum and support material developed in SHRP 2 L12. • Revise and finalize curriculum and train-the-trainer support material based on input from Technical Expert Task Group (TETG)
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5curriculum and materials progressively, rather than sticking to two curriculum change cycles originally scoped in the work plan. • The team received and processed feedback from the transitional workshop (conducted in Florida)
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6Figure 2.2. Project timeline.
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7made to the curriculum across each of the pilots. For each comment, the log documented comment, proposed resolution, comment source, lesson and slide reference of the comment, and products affected (training PowerPoint presentation, instructor guide, or student workbook)
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8• Established online registration to capture training participant demographics. 4 In addition to pertinent contact information, registrants were asked to provide other professional details, such as agency, role, years of TIM experience, years of training experience, and NIMS and ICS course experience.
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9The Kirkpatrick four-level assessment model is provided in Table 2.5. This methodology accomplished Kirkpatrick Levels 1 and 2 assessments as follows: • Identified any variables affecting participant attitude toward learning, that is, student reaction and response to the instructional flow, instructor, facilities, equipment, resources, and so forth, and perceptions of the extent to which the instructional techniques and materials prepared the student to perform as an instructor and lead the training.
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10 Reaction or Level 1 evaluation instruments are typically used to determine how students felt about the training course they just received. These types of assessments are used to obtain subjective input about training design, delivery, and logistics.
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11 Three additional questions asked participants to provide input on any potential gaps or omissions in the training, any shortcomings of the training, and the most valuable takeaway from the training. Participants completed the feedback form at the conclusion of the training course.
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12 and set of training materials, regardless of where they receive the training. Instructor Materials • Core Instructor Guide: This guide helps the instructor set up the classroom, provides practical tips to make the learning process more engaging, and includes the course lessons and exercises with step-by-step instructions that enable the instructor to provide the material in the appropriate manner.
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13 copies of peripheral third-party items, such as brochures and reference cards. It also includes a place for student notes.
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14 Figure 2.7. Screenshot of pacer guide developed by the team.
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15 in Appendix C The participant mix for each course is presented in Figure 2.9.
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