FTO Certification 

Role of a Field Training Officer

Identify the goals and objectives of the Field Training Officer Program:

To produce highly-trained and positively-motivated Community Supervision Officers capable of meeting or exceeding required standards of performance.

To provide equal and standardized training to all newly-hired Community Supervision Officers through various aspects of duties and shift assignments, to provide remedial training in those areas where deficiencies are identified.

To establish an appraisal system that is valid and job-related, utilizing a standardized, systematic approach to document the measurement of a trainee's performance.

To provide trainees with a Field Training Officer to serve as a role model in the development of the knowledge/skills/abilities needed to perform Community Supervision Officer duties.

Ultimately increase the overall efficiency and effectiveness of an agency by enhancing the climate of professionalism and competency demanded by the ethical standards of law enforcement.

Responsibilities of a Field Training Officer:

Role Model Positive role model Maintaining a professional appearance, demeanor, and dedicated work ethic while adhering to rules and regulations. Positive attitude toward the community, department, program, job, and trainee. Instructor FTO is a teacher Field Instruction Casual Conversation Formal Classroom Evaluator Develop and Use Skills to Evaluate performance Providing verbal and written feedback Determine if learning is occurring or whether remedial training is necessary Mentor Enhance performance Positive communication Active Role in coaching a new officer

Counselor Problem solver Handling personal problems Encourage trainees to solve problems Let them talk it out Guide through a crisis Empathy is imperative

Supervisor Address mistakes Take action and counsel Stand back and allow struggle an incident or Override Learning Rule The Learning Rule says that it is ok to allow your new officer to struggle (through an incident) as long as there is learning, and the incident is not “spinning out of control.” Practical Rule The Practical Rule says that if the incident is becoming dangerous or developing into something larger because of the new officer’s action or inactions, then this rule says we must move in and override the new officer and take control of the incident.

Patrol Officer/Community Supervision Officer Maintain performance level as a community supervision officer Duties are modified

Link between Basic and Field Training Officer Program and Law Enforcement Training Course: Must know the curriculum and specific teaching methods of the Basic Community Supervision Officer Training Course Communicate with academy staff Field Training is an extension of basic training, not a replacement

Roles and expectations of the Agency, the Field Training Officer, and the Recruit:

Agency FTO - (San Jose Model)---[ BASIS OF THIS PROGRAM ] Based on the premise of behavior modification I do/We do/You do method Rigorous evaluation of technical skills PTO - (Reno Model) Problem-Based Model Uses teaching perspective referred to as Problem-Based Learning Developing each officer’s learning capability, leadership ability, and problem-solving skills Foundation for life long learning An agency must have well-established program Guidelines to address: structure, training components, and performance expectations. The selection process is vital for FTOs Adhere to specific criteria and minimum requirements Committed to proper initial training and professional development Set specific performance criteria and procedures for removal as an FTO A firm commitment from the agency to stay within the guidelines it establishes

Field Training Officers Beware of the Pygmalion Syndrome/Effect: Recruit officers rise to the level of their FTO’s performance expectation. Low learner expectations usually result in new officer performance mediocrity as well as distrust and dislike for the FTO. Worse yet, learning may become a “game.” Goals can be achieved through open, honest, professional, and positive attitudes.

The knowledge, skills, and traits of an effective Field Training Officer:

Knowledge Criminal and traffic laws, and local ordinances Criminal Procedure, Constitutional Law and Case Law Investigation Procedures Caseload Supervision Agency policies and procedures Jurisdiction, geography and landmarks FTO Program Rules, Procedures and Forms Departmental equipment use Skills Officer safety
Leadership Effective communications Report writing and performance evaluation documentation Computer operations Radio communication Interpersonal communication skills Instructional/teaching skills Investigative skills Public relations Organizational skills Listening skills Observation skills Traits Excellent work ethic Positive attitude Compassionate/Supportive Patience Responsible Trustworthy Ethical Professional Consistent

Effective Communication Skills For The FTO

Define effective communication:

Effective Communication The passing of information between one person and another is MUTUALLY UNDERSTOOD and results in the other person behaving in a manner that DEMONSTRATES UNDERSTANDING. The passing of information; not words Methods of communication that be used to pass information: Gestures/Pointing Body Language Emotions

Two Elements of Effective Communication:

First Element: The meaning is understood by the receiver in the same way it is understood by the sender It’s NOT enough to say what you mean MUST say it so the receiver understands what you mean Words are symbols; communication is not effective if the receiver attaches different meanings to the words Checking for understanding: Ask “What do you understand?” avoid “Do you understand?” Second Element Knowledge of the receiver’s understanding is passed back to the sender by some form of FEEDBACK. Conveys mutual understanding or lack of understanding of the message

List the Five Elements involved in the process of communication:

1. Encoding – Translation of experience/concept into symbols
2. Transmission – Translation of encoded symbol into observable behavior by another person. The sender wants to transmit a fact, idea, opinion or other information to the receiver
3. Reception – Opposite of the transmission. Symbols used to send the message reach the senses of the receiver and are sent to the brain for interpretation
4. Decoding - About the same process for the sender. The receiver translates symbols into some concept or experiences
5. Feedback - receiver decodes the symbols and provides a response to the sender

Different Types of Communication:

One-way communication Sender tells the receiver something and this ends the communication Closed-ended directions, written instructions, or take-home assignments Limits communication; the receiver cannot check with the sender for clarification Two-way communication Receiver can ask questions for clarification Both sender and receiver benefit from increased mutual understanding Enhances learning Examples: Casual conversation, Group discussions, Group activities

List the Three Factors that Influence Perception:

Past Experience Meaning is attached to symbols (hearing or seeing behavior) based on our past experiences No two perceptions are exactly identical… Why? Factors that contribute can never be totally alike Example: Witness give different descriptions of the same accident. Motivation Also a function of perception From many potential messages, we choose to only pay attention to a few Message of most importance is the one that will be selected and perceived A person will only hear the conversation in which they are involved even if several are going on in the same room (motivated to hear) Social Context Interpret messages and derive learning through social conditioning (influence the way we view things) The moral and standards that are part of our background The generation in which we grew up in Technology we are accustomed to Peer Pressure

Identify various factors in symbolic, verbal and non-verbal communication which enhance a presentation:

Symbolic Communication: Clothes Passive, continuous, and easily misinterpreted Opinion of a person: overalls, boots, straw hat vs a suit Jewelry Wedding bands, class rings, earring (male), lapels Hair Style Often influences the person’s 1st impression (lifestyle) Other Symbols Constantly on the phone, runs late, unprepared, etc. Verbal Communication: Method that we most often rely upon Most often misinterpreted Meaning is not in words, just symbols Meaning is in people; words can be easily misinterpreted Misunderstandings often arise from: lack of common experience confusion between the symbol the idea symbolized (A) Barriers to verbal communication Experiences of the communicator and the receiver are similar (major barrier: absence of common experience) Do not use “jargon” Do not use acronyms (B) Failure to make accurate descriptions Results in confusion between symbol and what’s symbolized Use words that have precise meanings Short simple words draw clear pictures Sentences assembled clearly and logically (c) Words can be thought of as Concrete or Abstract Concrete words – human being can experience directly, such as CPR. Abstract words – ideas that cannot be directly experienced, such as life in Georgia in 1806. Example: Teaching or explaining CPR will be easier as the instructor can tell the student what to do and then watch them perform. Nonverbal Communication: Only a small portion of our messages are spoken 7% is verbal 38% is vocal 55% is VISUAL 93% is NOT the words we use! Three types of nonverbal communication Proxemics Proxemics: concerned with one’s perception of social and personal space Fixed-feature space Immovable objects and fixed physical space in rooms and buildings Usually too large or too small Placement of windows and the amount of light affects communication Semi-fixed space Arrangement of movable objects within a room Separation creates communication barrier Personal Space We employ this is various situations Shows favorable or unfavorable attitude toward someone Family and friends allowed to be close Can put a person “on edge” (can induce stress)

Vocal Characteristics Vocal Characteristics: how something is said The way something is said can have more of an affect onthe listener’s interpretation than the words spoken Pitch Rate of speech Silent pauses Volume Consider the normal behavior of the individual speaker and do not judge exclusively on how the message is sent

Body Language Body Language: occurs through the position of the body Eye contact Very important; can determine if the message is received Establish rapport and credibility at the beginning of the training session through good eye contact Body gestures: help provide emphasis or clarification Nonverbal communication must be interpreted in conjunction with what is being said verbally and from the perspective of the sender

The Two Components and Various Barriers to Effective Listening:

Two components of Effective Listening The TWO COMPONENTS: content and feeling or attitude Listening for total meaning Vital skill for an FTO Often must act immediately based on what is heard (question answered or problem solved) Listen with a serious purpose to comprehend, remember, analyze, and evaluate Responding to feelings Both the sender and listener can reach the level of effective communication Listening should not be passive, can bring about change Various Barriers to Effective Listening Sender Caused Barriers Not clear about message Incorrectly assume knowledge Medium not suited for message Does not allow feedback Poor language selection Improperly analyzes the receiver Background experiences differ Contradictory communication Listener Caused Barriers Assume uninteresting/unimportant Mentally criticize speaker Automatically question/oppose idea Listen ONLY for factual data Hear just one third of message ONLY visually attentive Permit speaker to be inaudible Tune out technical information Find words/phrases distasteful

Ethics for Field Training Officers

Ethics and Professionalism:

Definition of Ethics Greek word "ethos" and involves the definition and achievement of what is good or bad, right or wrong, in relation to moral duty and obligation.

Ethics and professionalism how one makes a living; conforming to the technical or ethical standards of a profession; specialized knowledge, often requiring long and intensive preparation; and the conduct, aims, or qualities that characterize a profession. Characteristics of a Profession Common fund of knowledge Minimum Standards Organization Standards of Conduct Elements of Ethics Ethical vs. Fearful If a person refrains from stealing only because he or she fears prison, that individual cannot be viewed as ethical High Standard is Essential More essential for a law enforcement organization than any other group in society Law enforcement is the most important function of government; without it, the government could not function Canons of Police Ethics Primary responsibility of job Limitations of authority Duty to be familiar with the law and with responsibilities of self and other public officials Utilization of proper means to gain proper ends Cooperation with public officials in the discharge of their authorized duties Private conduct Conduct toward the public Conduct in arresting and dealing with law violators Gifts and favors Presentation of evidence Attitude toward profession

Code(s) of Ethics

As a Law Enforcement Officer my fundamental duty is to serve mankind; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder; and to respect the Constitutional rights of all men to liberty, equality and justice.

I will keep my private life unsullied as an example to all; maintain courageous calm in the face of danger, scorn, or ridicule; develop self-restraint; and be constantly mindful of the welfare of others. Honest in thought and deed in both my personal and official life, I will be exemplary in obeying the laws of the land and the regulations of my department.

Whatever I see or hear of a confidential nature or that is confided to me in my official capacity will be kept ever secret unless revelation is necessary for the performance of my duty.

I recognize the badge of my office as a symbol of public faith and I accept it as a public trust to be held so long as I am true to the ethics of the police service. I will constantly strive to achieve these objectives and ideals, dedicating myself before God to my chosen profession…law enforcement.

The Basics of Fair and Impartial Policing:

Purpose of Fair and Impartial Policing To prohibit the use of race, ethnicity, gender, or national origin as a reason to restrict liberty, or exercise any other police power upon an individual, except in those cases where one of the classifications above is a descriptive factor concerning a specific suspect. Preventing the Perception of Bias Should act with courtesy and professionalism Continue the contact for only that time which is necessary to meet the objectives Answer questions posed by the persons stopped to the extent that is possible Provide his or her name and identification number when requested Explain if it is determined the reasonable suspicion was unfounded

Emotional Survival for Law Enforcement Officers:

“Officers do not control many of the core issues of their jobs.” ~ Dr. Kevin Gilmartin They do control 100% of their: Integrity Professionalism How well the do their job. Circle of Concern Things we worry about Much of which we have very little, actual physical control over but we invest time and energy into processing them. Circle of Influence Things that we can actually control Reactive “Circle of Concern” grows larger “Circle of Influence” shrinks Ex. If only I had a boss who wasn’t or If had respect from Proactive Expands our “Circle of Influence” Reduces the “Circle of Concern.” Ex. I can be a better role model or I will be more organized / resourceful

I am 10% what happens to me and 90% how I respond to it. Liability for Field Training Officers

Definition of Liability:

Liability Liability is defined as the legal responsibility for something, especially costs or damages.

Three types of Liability Administrative Body of law created by administrative agencies to carry out regulatory powers POST, GCIC Punitive, criminal, civil action Criminal Criminal laws Proof beyond a reasonable doubt Jail, probation, fine Civil Tort - private wrong causing injury Preponderance of evidence Punitive or compensatory

Discussing Negligence:

Definition of Negligence Remember that negligence is defined as conduct that involves an unreasonable risk of causing danger or harm and arises from the fact that our society imposes a duty upon individuals to conduct their affairs in a manner which will avoid subjecting others to an unreasonable risk of harm.

1. Simple Negligence:    A failure to use that degree of care that an ordinarily prudent person would use in like circumstances.
2. Gross Negligence:    Failure to perform a manifest duty in reckless disregard of the consequences:    Affecting the life or property of another    Indifference to present legal duty    Utter forgetfulness
3. Willful Negligence:    An intentional act of unreasonable character in disregard of known risk so obvious that the actor must have been aware of it and so great as to make it highly probable that harm would follow.

Negligent Causes of Action: Negligent Training Not liable unless directs, participates in, approves wrongful conduct, or negligence caused/contributed to misconduct Responsible for actions of trainees while together Two ways: Failure to train at all Training that does not exist, poorly designed, or poorly executed Sager v. City of Woodlawn Park

Negligent Entrustment Failure to control dangerous equipment or devices entrusted to trainees Liable Know or should have known Cannot handle equipment or become unable to possess it Liable for injuries Allowing an officer to carry weapon he or she failed to qualify with

Negligent Supervision Failure to coordinate, control, direct trainee conduct which may cause injury Liable if you tolerate unacceptable behavior or do not set limits on conduct

Negligent Retention Failure to take action when the determined trainee is unsuitable to continue Trainee’s acts demonstrates foreseeable danger Documentation

Wrongful Termination:

Infliction of Emotional Distress Added to wrongful termination or discrimination lawsuits “In order to sustain a cause of action for intentional infliction of emotional distress, the plaintiff must show that the defendant’s actions were so terrifying or insulting as naturally humiliate, embarrass, or frighten the plaintiff” Discrimination “the failure to treat all persons equally where no reasonable distinction can be found between those favored and those not favored.” Civil Rights Act of 1964

Identify the importance of standard operating procedures:

Standard Operating Procedures Outline agency’s expectations of its employees Provide guidance for employees Provide and outline corrective action Guidelines for operation and administration of an organization Describe the defenses to civil suits:

Intervening Cause Something happened in between action taken but before harm occurred Breaks link between act and resulting damages Lack of Foreseeability Not reasonably foreseeable that harm would occur due to actions Good Faith Reasonable belief that orders or actions were valid based on agency’s policies, procedures, or rules Most Frequent Liability Cases for Officers False arrest, wrongful death, invasion of privacy, false imprisonment, defamation, malicious prosecution, abuse of process, negligence, excessive force, civil rights deprivation

Liability Traps:

Dating trainees Fraternizing with trainees Falsifying records Teaching outside of the approved standards Teaching incorrect information / techniques Failure to adhere to established standards Discriminatory testing procedures Offensive remarks Biased selection of trainees

Discuss Risk Management:

Conduct Training Needs Analysis Maintain up-to-date materials Have written guidelines Evaluate against written set of standards Document SWOT Strength Weakness Opportunities Threats

Fundamentals of Law Enforcement Field Training

Basic Field Training Program:

Orientation First Five Days (no more than two weeks) Should include management at some point Policy & Procedure will be ongoing Phase One Trainee=Observer Shadow FTO or Designee About 4 weeks (depends on previous experience) Phase Two Focus on duty assignment Begins about 4-5 weeks into the program About 10-12 weeks on the job Should be ready to begin evaluations Remedial if necessary (Stops 250 days along with Medical & Military Leave) Phase Three Intensive Training/Problem Based Learning Last phase of Intensive Training About 5-week duration Able to handle perform with little oversight Phase Four Trainer=Observer Final period in the program About the 5th month of training Duration of 4 weeks Expected to perform entirely on their own FTO should intervene when necessary

Three Domains of Learning:

Blooms Taxonomy In the 1950’s educational expert Dr. Benjamin Bloom published his “Taxonomy of Learning Domains.” The term “taxonomy” means a classification or structure. It is a hierarchy of steps that must be taken in order to complete a process. Bloom, through his taxonomy, identified three (3) categories or domains of learning which describe the ultimate goal of the training process – what learners will hopefully acquire as the result of training. Why should we use Blooms Taxonomy: Objectives (learning goals) are important to establish a process of presenting content in the context of learning strategies that connect with a cognitive process Teachers and students alike understand the purpose Helps to clarify objectives for themselves and for students.

Cognitive Domain (Knowledge)

Development of intellectual skills Conscious competence; academics of learning Learners are expected to accomplish simple behaviors to the complex by the end of the training program

Affective Domain (Attitude)

How people deal emotionally; feelings, motivation, enthusiasm Without proper motivation & direction, corruption and liability will sweep in

Psychomotor (Skill)

Physical movement, coordination, use of motor skills to accomplish a task Learners should accomplish the established behaviors

Discuss Adult Learning Types:

Visual Learners They learn best by reading or seeing pictures Often close their eyes to visualize or remember something, and they will find something to watch if they become bored May have difficulty with spoken directions and may be easily distracted by sounds Attracted to color and to spoken language (like stories) that is rich in imagery Auditory Learners They learn best by hearing and listening. Understand and remember things they have heard Store information by the way it sounds, and they have an easier time understanding spoken instructions over written ones By reading out loud because they have to hear it or speak it in order to know it. Kinesthetic Learners They learn by touching and doing Understand and remember things through physical movement "hands-on" learners Need to be active and take frequent breaks, they often speak with their hands and with gestures, and they may have difficulty sitting still

Laws of Adult Learning:

Law of Exercise Student activity is the basis for all learning Meaning repetition is extremely important for adult learners Trainee needs to appreciate the reason for the repetition in order to be meaningful Positive and negative feedback is vital Repetition must have: interest, meaning, and goal

Law of Effect More effective if there is a feeling of: Satisfaction Pleasantness Reward Learning isn’t always painless; worthwhile lessons are learned through “suffering consequences” Use praise as a learning tool and motivation

Various Teaching/Learning Methods:

Deductive Learning – “Being Told” Trainer centered; provides for learning by establishing rules with specific directions how to apply the rule Telling a trainee what they must know; do it for them when they get it wrong Packaging and securing evidence as an example Deductive is Direct teaching and it’s considered passive

Inductive Learning – “Allowed to Notice” Learner centered; provides for learning by noticing versus being told Achieved through reasoning versus direction Trainee establishes rules by experimenting or researching concept More fluid and provides for a sense of adaptability Inductive is Individualized teaching and it’s active

The ADDIE Model for Field Training:

1. Analysis    Analyzing Training Needs    The Job    Duty-    General area of competence that successful workers must demonstrate or perform    It’s done on an ongoing basis    Task-    Work activity that has a definite beginning/ending    Observable    Consists of two or more    The Trainee    Veteran - work history, experience    Typically requires minimal coaching    Needs guidance on agency policy and procedure    Bad habits?    Baggage? Trained out or phased out
2. Design    A method or plan chosen to bring a desired goal or solution to a problem    Developing SMART goals    Develop concepts on how you would want to evaluate your learning;    Activities    Tests/quizzes    Question/answer sessions
3. Development    Establish material    Teaching Methods    One-On-One    Demonstration    Illustration    Review references    Create materials needed
4. Implementation    Teach the knowledge and demonstrate skills    Refined and smooth    The doing phase
5. Evaluation    Formative    Used as you are going through the teaching process    Ask direct questions to see what they know    Stop and make corrections (teachable moments)    Summative    To “sum” it up; ensure the learner's loop is complete    DOR’s; trainee has met the terminal goals of the training program

Critical Task identified for Peace Officers in Georgia:

Use of Force Trainee should be given opportunities to identify and evaluate situations that justify the use of deadly force and those situations that do not justify the use. Trainee shall explain what is meant by “force options” and provide examples of each that would fall within legal and moral limits. Use of Force non-verbal (presence) verbal (tactical communication) physical/Control Non-deadly weapons chemical agents impact weapons Deadly Force: explain considerations Type of crime and suspect(s) involved Thre to the lives of innocent persons Law (agency policy?) Officer’s present capabilities Capabilities of the officer’s weapon

Search and Seizure-Arrest Trainees should be reminded of the requirements placed on them by the 4th Amendment of the United States Constitution in terms of search and seizure. Arrest/Search with a Warrant Arrest/Search without a Warrant Stop and Frisk Vehicle Searches Container/Luggage Searches

Provide additional instructions in regard to special conditions/exemptions to the Amendment that has been established by case law or statutory law. Care and Custody of Prisoners The law requires that maintain the welfare of our prisoners while they are in our custody. Review the policy with trainees ensuring they have a full understanding. Transports Extraditions Domestic Violence Response to Family Violence Trainee needs to understand the importance of applying strategies and tactics that support a comprehensive, proactive approach to domestic violence with emphasis on victim safety. Off-Duty Conduct Always On-Duty Officer Discretion Officer Safety Getting Involved What to do when the cavalry shows up Sexual Harassment/Discrimination Trainer should model and teach proper treatment of others. Quid Pro Quo Sexual Harassment Hostile Environment Sexual Harassment Same-Sex and Sexual Orientation Harassment Racial Harassment Other forms of Harassment

Internal Affairs Process “With great power comes great responsibility” Internal Affairs process serves to manage this power and keep it from becoming corrupt Complaint process, Answering the complaint/making statements, Employee rights and responsibilities, Garrity Basics (5th Amendment), and Possible Outcomes The time to learn about the process is NOT in the middle of an investigation

Dealing with Mental Illness and Persons of Diminished

MH, DD, or Diminished Capacity is one of the most dangerous things an officer will deal with. Display a broad spectrum of behaviors Learn signs and symptoms; not diagnosis Slow things down; cycle through the OODA Loop Observe the scene Orient to what they observe Decide on the proper course of action And then Act Use training exercises allowing practice and feedback Encourages critical thinking

Property and Evidence Collection and preservation of property and evidence Agencies policies/procedures Review specific areas: Rules of evidence, Collection methods, Handling specifics; guns, drugs, money, etc. Documentation, Storage, and Release/ destruction

Methods to Develop and Measure Training Objectives:

S.M.A.R.T. SMART goals are a sound way of gauging how you and your trainees are performing. You can start each day by reviewing the Field Training Officer Program Manual, shift briefing announcements, and the directives from our chain of command. We can then use this data to set goals for that day/rating period. Specific What, Why, and How Measurable Tangible/observable evidence Achievable Achievable goals motivate trainees. Impossible goals de-motivate them. Results Can be used to measure the activities and later on it can be used to measure overall outcomes Time Bound A project with no deadline is a task never completed.

Explain methods of conducting trainee evaluations: