100+ things you should know as

Certified Protection Officer Instructor

Jack E. Valk

MSc, CPP, CFE, CSSM, CPOI

March 2007

Contents
Requirements Certified Protection Officer Instructor (CPOI)
Trainer/instructor competencies
The training cycle
Identifying training needs
Planning training
Implementing training
Reviewing training
The benefits of training
Structured approach to training
Structuring knowledge sessions
Adult learning

100+ Things you should

know as CPOI

Contents contd
Training objectives
Structure of objectives
SMART objectives
Managing learning groups individual characters
Learning feedback & debrief sessions
Learning feedback process
Videos/Experiential
Role play
Games
Socratic method of teaching questioning
Blooms taxonomy some examples
Study skills quiz
Principles for the use of icebreakers

100+ Things you should

know as CPOI

Requirements for Certified Protection Officer Instructor

Must have attained designation as a

Certified Protection Officer
One 1 year of full-time or the part-time
equivalent (2 years) security experience.
Experience must be in security. Must have
completed some type of recognized
instructor certification training such as
First Aid, defensive tactics, OCAT, etc.
One (1) year of teaching experience fulltime or the part-time equivalent (2 years)

Membership in a professional instructor

organization such as ASTD, ASLET,
ASET, IFPO or others
Membership in a professional security
organization such as ASIS, IFPO,IFCPP,
IAHSS, IACLEA or others
This will encourage the professional
exchange of ideas and enhance the
visibility of the CPOI designee.
It will also engender liaison within other
security organizations for the designee
and IFPO

100+ Things you should

know as CPOI

Trainer/instructor competencies
Subject knowledge
Facilitation
Communication
Presentation
Listening
Coaching
Sensitivity to others
Conflict management
Influence
Time management
Motivation channeling
Teamwork
Attention to detail

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The training cycle

RECORD
& REVIEW
TRAINING

IDENTIFY
TRAINING
NEEDS

IMPLEMENT
TRAINING

PLAN
TRAINING

100+ Things you should

know as CPOI

Identifying training needs

A training need is created when a gap exists between present performance and
required performance.
There are five situations creating all the training needs within organisations.

These are :
An employee is newly recruited.
An employee is newly transferred into a different job.
An employee is newly promoted into a higher level job.
An employees job is affected by change of any kind.
An improvement in an employees current job performance is
needed.

100+ Things you should

know as CPOI

Planning training
Training must be planned so that the priority needs of the business can be met,
whilst making the best possible use of time, financial and human resources.

The training plan must show:

What
How
When (duration / date)
Who provides / delivers / receives
Where
Budget / Cost

100+ Things you should

know as CPOI

Implementing training

Developing and delivering the training programme

Implementing training is the bridging of the learning gap. There
are a variety of methods to do this, including on-job training, off-job
training, project assignments, computer-based training, self-paced
study.
The choice of method to meet each identified training need
depends upon:
The subject of the training; whether it involves developing skills,
knowledge or attitudes.
Those who are to be trained their numbers, background and
experience.
The availability and competency of trainers/instructors

100+ Things you should

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Reviewing training

Training costs money, it involves staff time, salaries, travel, accommodation,

equipment and materials, even before outside organisations become
involved.
If training is to be a worthwhile investment, standards / productivity must be
greater with training than standards / productivity without training.
To complete the training cycle, an assessment of the effectiveness of
training should be made.
This takes place on two levels:
Whether training has met the identified training need and filled the gap.
The total effects of the training on the business.

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The benefits of training

Trainee

Gains respect for the trainer/instructor

Increase confidence

Might lead to promotion

Job satisfaction

Increases knowledge

Increases understanding between trainer/instructor and trainee

Helps personal work organisation

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The benefits of training

Trainer/CPOI

Job satisfaction

Sees training put into practice

Feedback from trainees helps for future training

Improves trainers/CPOIs own standards and techniques

Gives trainer/CPOIs confidence

Identifies aims and objectives of future training

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The benefits of training

Colleagues

Less time consuming mistakes

Pick up good habits from those trained

Motivates them to be trained

Improves team spirit

Encourages discussion of ideas

Creates awareness of good standards in all staff

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The benefits of training

Customer

Higher service standards

Better reputation

Happy workforce

Better chance against competition

Lower staff turnover

Reduction in costs

Less absenteeism

More staff feedback

Less complaints
Safe/Secure work environment
More business
Possibly more profit

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Structured approach to training

A structured approach to training involves you, the trainer/instructor, being organized and
running your session like a well-oiled piece of machinery.
It means getting the training right first time, so that you dont have to go through it time
after time, after time.
Attention
You need the participants attention before you start. You must win them over first.
WHAT
INTEREST
NEED

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Structured approach to training

Breakdown
Break down the information, it can only be absorbed by the participants if taken in stages. Ask
questions to keep them involved and help them remember, then move on to the next stage.
PACE
LOGIC
EXPLAIN
ASK QUESTIONS
SHOW VISUALS
EXAMPLE / EXERCISE
Check
Measuring if the learning has taken place.
OBJECTIVE
UNDERSTANDING
PRAISE
STOP

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Structuring knowledge sessions

Attention
What
Interest
Need

objective, outline and timing

creating enthusiasm for topic
motivating to learn

Breakdown
Pace
cutting information in bite size chunks
Logic
building up a topic from simple to complex
Explain clarifying with examples
Ask Questions
to involve and make learners think and to recap on chunks
Show visuals
make it interesting and help memory
Exercise prove understanding of points
Check
Objectives
proves learners have met requirement
Understanding
proves learners will be able to use learning points
Praise
motivating learners to continue learning
Stop
not confusing learners, no new information or questions

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Adult learning
Adult learning is based on:
MOTIVATION
ASSOCIATION

People must want to learn

Information is easier to understand and remember if

presented in a logical sequence or grouping, moving

from the known to the unknown
STAGINGBreaking down information
Most subjects can be absorbed more easily if they are broken down into bite size
chunks appropriate to the level and ability of the learners. This may involve practice after
each chunk or the recap of the key points of information covered

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Adult learning
SENSES

Learning is more effective if information is presented

using visual support ( the sense of sight), as well as
explanation (the sense of hearing). The more senses you
use, the better learners will remember

INVOLVEMENT By developing skills and knowledge for them as

much possible; people understand better, remember more
easily and feel more committed to the learning, if they are
involved. Questions and exercises are a must.
FEEDBACK

Learners improve steadily if they are given constructive

positive feedback on performance, which builds on their
strengths.

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Training objectives
Purpose of objectives
An objective is a statement written at the beginning of your preparation
which tells you in specific terms what will be achieved.
An objective tells us what the trainees will achieve, not the trainer/instructor
Objectives are concerned with end results, not means; with end products, not
methods.

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Structure of objectives
An objective is a statement which shows:
The goals to be achieved, in terms which describe how the trainees will
demonstrate that they have achieved that goal.
Sometimes the objective will also include the conditions under which
the achievement of the goal takes place and the standards which must
be demonstrated.

GOALSTANDARD..CONDITION

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SMART objectives
Specific
Measurable
Achievable / Acceptable / Agreed
Realistic / Referent
Timebound

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Managing learning groups-individual characters

Types :
The quarrelsome type
Stay quiet, dont get involved, use the group. Stop him/her from monopolizing
The positive type
A great help in discussion. Let his/her contributions add up. Use him /her frequently
The know all type
Let the group deal with his/her theories
The talkative type
Interrupt tactfully, use humor to stop talking
The shy type
Ask him/her short-answer questions. Increase his/her self-confidence.
Give credit when possible.

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Managing learning groups-individual characters

The uncooperative rejecting type
Play on their ambition, recognize their knowledge and experience.
The thick-skinned uninterested type
Ask him/ her about his/her work. Get him/ her to give examples of the
work he /she is interested in.
The intellectual type
Dont criticise him/her. Use the yes, but technique. If extreme, take to
one side for personal chat.
The persistent questioner
Tries to trap the group leader. Pass his/her questions back to the
group.

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Learning feedback & debrief styles

What is learning feedback?
Learning feedback is generating awareness of what was not previously
known to establish learning.
It is NOT : Personal criticism of individuals (opinions / involvements)
Feedback is very powerful and needs to be well done because it
generates emotional responses.

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Learning feedback process

Feelings

Experience

Content

Real world

Process

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Videos/Experiential
Advantages:
Provides a valuable break for the trainer/instructor
Now available with amusing well known faces high impact
Often shows both the wrong and right approaches for comparison
Disadvantages:
The medium can sometimes dominate the message
Sometimes overplayed or simplistic
Often expensive to hire or purchase
Quickly outdates (fashion)

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Videos/Experiential
Guidelines:
Always watch video before preparing an experiential session
Match experiential session learning points with the video content
Line up in advance, check the tracking and lighting
Give clear briefing: length, context, watch for note-taking, scene setting
Keep your eye on what happens in group when video is playing
You can stop the video & discuss it in phases
Dont show a video after lunch

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Role play
Advantages:
Learners can practice in a safe environment.
Develops participants personal ability.
Provides discussion vehicle for observers.
Disadvantages:
Can develop into farce.
Some participants are unable to react naturally.
Can be difficult to control.

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Role play
Guidelines:
Provide participants with clear written briefing
Do not allow participants to step out of their role
Intervene when role-play gets stuck
Issue observers with briefings
Behaviour modelling is an effective form of role-play
i.e. carry out part of the role play, stop - reflect and draw out concepts
Incorporate the concepts in the next section of role-play.
This loop can be repeated progressively through the role-play until
learners are successful, then move to experiment.

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Role play
Application:
Many interpersonal situations
Staff / staff interactions
Customer / staff interactions
Manager / employee interactions

You can use an adapted version of role-play in which the trainer/instructor or

any participant can stop the situation to discuss (with trainer/instructor and
observers) what has happened and how to react next. The role
play then continues from the point where it was stopped. This type
of guided role play overcomes most of the disadvantages

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Games
Advantages:
Fun for the learners.
Provides a more active environment
Participants become involved and react subconsciously.
Disadvantages:
Can require considerable props / preparation.
Can be taken over by dominant individuals.

Can create resentment against trainer/instructor (or other group members)

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Games
Guidelines:
Never use game unless you have seen it run or tried it with a test group
Observe the experience closely
Dont interfere during the game
Ensure all trainees are involved (observers)
Application:
Problem solving
Planning
Teamwork
Situations where participants need to consider familiar problems out of
context.

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Socratic teaching and questioning

Socrates
470 399 BC

A suggested method for you to use..

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Socrates Socratic method of teaching

Socrates was an ancient Greek philosopher who is widely credited for laying the
foundation for Western philosophy. Known about his way of teaching, the so
called Socratic teaching method. In Socratic teaching we focus on giving
students questions, not answers.
A Socratic questioner should:

keep the discussion focused

keep the discussion intellectually responsible
stimulate the discussion with probing questions
periodically summarize what has and what has not been dealt with
and/or resolved
draw as many students as possible into the discussion.

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Socratic teaching

Socratic teaching is a powerful tool that promotes critical thinking.

This method of instruction focuses on giving students questions, not
answers.
The inquiry model is applied by continually probing into the subject with
questions.
The abilities gained by focusing on the elements of reasoning in a
disciplined and self-assessing manner and the logical relationships that
result from such disciplined thought, prepare the student for Socratic
questioning.

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Socratic questioning

Raises basic issues.

Probes beneath the surface of things.
Pursues problematic areas of thought.
Helps students to discover the structure of their own thoughts.
Helps students develop sensitivity to clarity, accuracy, and
relevance.
Helps students arrive at judgment through their own reasoning.
Helps students note claims, evidence, conclusions, questions-atissue, assumptions, implications, consequences, concepts,
interpretations, points of view - the elements of thought.

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Questions of clarification

What do you mean by ____?

Could you give me an example?
What is your main point?
Could you explain that further?
Would you say more about that?
Why do you say that?
What do you think is the main issue here?
Let me see if I understand you; do you mean ____ or ____?
How does this relate to our discussion (problem, issue)?

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Questions that Probe Assumptions

What are you assuming?

What could we assume instead?
You seem to be assuming ___. Do I understand you correctly?
All of your reasoning depends on the idea that ___? Why have you based
your reasoning on ___ rather than ___?
Your seem to be assuming ___. How would you justify taking this for
granted?
Is it always the case? Why do you think the assumption holds here?
Why would someone make this assumption?

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Questions that Probe Reasons and Evidence

What would be an example?

Are these reasons adequate?
How do you know?
Why did you say that?
Why do you think that is true?
Do you have any evidence for that?
What difference does that make?
What would change your mind?
What other information do we need?
What are your reasons for saying that?

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Questions about Viewpoints or Perspectives

You seem to be approaching this issue from ___ perspective. Why have you
chosen this rather than that perspective?
How would other group/types of people respond? Why? What would
influence them?
How could you answer the objection that ___ would make?
What might someone who believed ___ think?
Can/did anyone see this another way?
What would someone who disagrees say?
What is an alternative?

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Questions that Probe Implications and Consequences

What are you implying by that?

When you say ___, are you implying ___?
But if that happened, what else would happen as a result? Why?
What effect would that have?
Would that necessarily happen or only probably happen?
What is an alternative?
If this and this are the case, then what else must also be true?
If we say that this is unethical, how about that?

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Questions about the question

How can we find out?
What does this question assume?
Why is this question important?
How could someone settle this question?
Can we break this question down at all?
Is the question clear? Do we understand it?
Is this question easy or hard to answer? Why?
Do we all agree that this is the question?
To answer this question, what questions would we have to answer
first?
I'm not sure I understand how you are interpreting the main
question

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Blooms Taxonomy

Some examples

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Blooms taxonomy (classification)

A committee of colleges, led by Benjamin Bloom, identified three domains of

educational activities:

Cognitive: mental skills (Knowledge)

Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)

Trainers often refer to these three domains as KSA (Knowledge, Skills, and
Attitude).
This taxonomy of learning behaviors can be thought of as "the goals of the
training process."
That is, after the training session, the learner should have acquires new
skills, knowledge, and/or attitudes.

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Knowledge, Skills and Attitude

Knowledge
Comprehension
Application

Receiving phenomena
Responding to phenomena
Valuing
Organization
Internalizing values

Cognitive
(Knowledge)

Affective
(Attitude)

Analysis
Synthesis
Evaluation

Perception
Set
Guided response
Mechanism
Complex overt response
Adaptation
Origination

Psychomotor
(Skills)

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Blooms taxonomy (contd)

The three domains are divided into subdivisions, starting from the
simplest behavior to the most complex (see following slides).

The divisions outlined are not absolutes and there are other
systems or hierarchies that have been devised in the educational
and training world.

Bloom's taxonomy is easily understood and is probably the most

widely applied one in use today.

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Cognitive domain

The cognitive domain involves knowledge and the development of

intellectual skills.

This includes the recall or recognition of specific facts, procedural patterns,

and concepts that serve in the development of intellectual abilities and skills.

There are six major categories, which are listed in order below, starting from
the simplest behavior to the most complex.

The categories can be thought of as degrees of difficulties.

That is, the first one must be mastered before the next one can take place.

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Cognitive domain

Knowledge: Recall data or information.

Examples: Recite a policy. Quote prices from memory to a customer.
Key Words: defines, describes, identifies, knows, labels, lists, matches,
names, outlines
Comprehension: Understand the meaning, translation, interpolation, and
interpretation of instructions and problems.
Examples: Rewrites the principles of test writing. Explain in one s own
words the steps for performing a complex task. Translates an equation into
a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates,
explains, extends, generalizes, gives examples,
Application: Use a concept in a new situation or unprompted use of an
abstraction. Applies what was learned in the classroom into novel situations
in the work place.
Examples: Use a manual to calculate an employees vacation time. Apply
laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates,
discovers, manipulates, modifies, operates
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Cognitive domain contd

Analysis: Separates material or concepts into component parts so that its organizational
structure may be understood. Distinguishes between facts and inferences.
Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical
fallacies in reasoning. Gathers information from a department and selects the required tasks for
training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a
whole, with emphasis on creating a new meaning or structure.
Examples: Write a company operations or process manual. Design a machine to perform a
specific task. Integrates training from several sources to solve a problem.
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains,
generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises,
rewrites, summarizes, tells, writes.

Evaluation: Make judgments about the value of ideas or materials.

Examples: Select the most effective solution. Hire the most qualified candidate. Explain and
justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

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Affective domain

This domain includes the manner in which we deal with things

emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes.
The five major categories listed the simplest behavior to the most
complex:

Receiving phenomena
Responding to phenomena
Valuing
Organization
Internalizing values

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Affective domain

Receiving Phenomena: Awareness, willingness to hear, selected attention.

Examples: Listen to others with respect. Listen for and remember the name of newly introduced
people.
Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to,
selects, sits, erects, replies, uses.

Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a
particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness
to respond, or satisfaction in responding (motivation).
Examples: Participates in class discussions. Questions new ideals, concepts, models, etc. in order
to fully understand them.
Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs,
practices, presents, reads, recites, reports, selects, tells, writes.

Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This
ranges from simple acceptance to the more complex state of commitment.
Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and
cultural differences (value diversity). Shows the ability to solve problems.
Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins,
justifies, proposes, reads, reports, selects, shares, studies, works.

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Affective domain contd

Organization: Organizes values into priorities by contrasting different values,

resolving conflicts between them, and creating an unique value system. The
emphasis is on comparing, relating, and synthesizing values.
Examples: Recognizes the need for balance between freedom and responsible
behavior. Accepts responsibility for one s behavior. Explains the role of systematic
planning in solving problems. Accepts professional ethical standards. Creates a life
plan in harmony with abilities, interests, and beliefs.
Key Words: adheres, alters, arranges, combines, compares, completes, defends,
explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes,
prepares, relates, synthesizes

Internalizing values (characterization): Has a value system that controls their

behavior. The behavior is pervasive, consistent, predictable, and most importantly,
characteristic of the learner.
Examples: Shows self-reliance when working independently. Cooperates in group
activities (displays teamwork). Uses an objective approach in problem solving.
Displays a professional commitment to ethical practice on a daily basis.
Key Words: acts, discriminates, displays, influences, listens, modifies, performs,
practices, proposes, qualifies, questions, revises, serves, solves, verifies.

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Psychomotor domain

The psychomotor domain includes physical movement, coordination, and

use of the motor-skill areas.
Development of these skills requires practice and is measured in terms of
speed, precision, distance, procedures, or techniques in execution.
The seven major categories listed the simplest behavior to the most
complex:

Perception
Set
Guided response
Mechanism
Complex overt response
Adaptation
Origination

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Psychomotor domain contd

Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation,
through cue selection, to translation.
Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then
moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of
food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.
Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.

Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that
predetermine a person s response to different situations (sometimes called mindsets).
Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one s abilities
and limitations. Shows desire to learn a new process (motivation).
Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.

Guided Response: The early stages in learning a complex skill that includes imitation and trial and error.
Adequacy of performance is achieved by practicing
.Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds
hand-signals of instructor while learning to operate a forklift.
Key Words: copies, traces, follows, react, reproduce, responds

Mechanism: This is the intermediate stage in learning a complex skill. Learned responses have become habitual
and the movements can be performed with some confidence and proficiency.
Examples: Use a personal computer. Repair a leaking faucet. Drive a car.
Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes, sketches.

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Psychomotor domain contd

Complex Overt Response: The skillful performance of motor acts that involve complex
movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated
performance, requiring a minimum of energy. This category includes performing without
hesitation, and automatic performance.
Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and
accurately. Displays competence while playing the piano
Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

Adaptation: Skills are well developed and the individual can modify movement patterns to fit
special requirements.
Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the
needs of the learners. Perform a task with a machine that it was not originally intended to do
(machine is not damaged and there is no danger in performing the new task)
Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.

Origination: Creating new movement patterns to fit a particular situation or specific problem.
Learning outcomes emphasize creativity based upon highly developed skills
Examples: Constructs a new theory. Develops a new and comprehensive training programming.
Creates a new gymnastic routine.
Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes,
originates.

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Study skills quiz

An aid for students and trainers

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Study skills quiz

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Study skills quiz 2

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Study skills quiz 3

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Study skills quiz 4 final scoring

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Icebreakers and teambuilders

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Principles for the use of icebreakers

Why use icebreakers and team-builders?

to foster acquaintanceship: help people get to know each other better

increase feelings of comfort
develop feelings of connectedness with others
develop a feeling of trust
break down walls / masks / barriers / territoriality
help participants to understand and appreciate the differences among people in the group
foster energy and enthusiasm
to "get the blood moving" again
serve as a "clearing technique", helping participants to forget about other issues and focus on the
seminar
provide an "advance organizer", an overview of the next topic or the purpose of the seminar
increase personal awareness of current skill / knowledge level and need to learn seminar material
set the tone for the seminar: participation; fun; risk-taking; etc.
to "grab" the attention of participants

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Principles for the use of icebreakers

have activity somehow relate to topics of workshop

use more physical activities at beginning and after any break
start with lower risk activities and build up to higher risk ones
always model/give an example before the activity
model enthusiasm and energy
build in a low risk amount of physical contact
encourage laughter
vary the membership of groupings and the size of groups
use dyads and triads for more high risk sharing
always process key points of activity to show relevance to overall
seminar

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Principles for the use of icebreakers

Examples of low - moderate risk activities

a. Introduce your partner: Interview each other with several specific

sentence stems and report back to the group.
b. Change five (5) things: Partners turn back-to-back and alter their
appearance in five ways. They turn to face each other and try to guess the
changes. Mirrors: Partners take turns imitating "mirroring" the nonverbal and
verbal behavior of the other.
d . Off-balance: Partners hold hands and try to form as many different
balancing positions that are very "off-balance".
e . Make a machine: small groups have to use their bodies to make a
moving machine and demonstrate it for the group.
f. Shield: Have participants draw an empty coat-of-arms and fill in 4-6
segments with words or pictures as they respond to the facilitator's sentence
stem

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For further detailed information, please visit our website

at www.ifpo.org

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