comprehensive commmunications training officer a …
TRANSCRIPT
COMPREHENSIVE
COMMMUNICATIONS TRAINING OFFICER
PROGRAM GUIDE
A Project
Presented to the faculty of the Division of Criminal Justice
California State University, Sacramento
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF SCIENCE
in
Criminal Justice
by
Teresa Lee Mendoza
SPRING
2019
ii
© 2019
Teresa Lee Mendoza
ALL RIGHTS RESERVED
iii
COMPREHENSIVE
COMMUNICATIONS TRAINING OFFICER
PROGRAM GUIDE
A Project
by
Teresa Lee Mendoza
Approved by:
__________________________________, Committee Chair
Timothy E. Croisdale, Ph.D.
____________________________
Date
iv
Student: Teresa Lee Mendoza
I certify that this student has met the requirements for format contained in the
University format manual, and that this project is suitable for shelving in the Library
and credit is to be awarded for the project.
__________________________, Graduate Coordinator ___________________
Yvette Farmer, Ph.D. Date
Division of Criminal Justice
v
Abstract
of
COMPREHENSIVE
COMMUNICATIONS TRAINING OFFICER
PROGRAM GUIDE
by
Teresa Lee Mendoza
Communications Training Officers (CTOs) within the 24 California Highway Patrol
state-wide Communications Centers (CC) currently lack a comprehensive training guide
which provides a roadmap to guide them and enhance their ability to assess and
accurately document performance. The current standardized method of training for
entry-level dispatchers within the California Highway Patrol consists of five weeks of
departmental mandated Peace Officer Standards of Training (POST) and Agency Specific
(AS) Public Safety Dispatcher Basic Course (PSDBC) call-taking and radio training at
the CHP Academy. To improve current practices and create a user-friendly all-inclusive
training overview document for CTOs, this project was developed to enhance their
understanding of the Department’s Training Standards in an intelligible abridged version.
New CTOs must be introduced to their multi-faceted roles as informal leaders as
not only a trainer, but a coach, mentor, counselor, and a peer. The Comprehensive
Communications Training Officer Program Guide, Annex A, Roadmap to the Golden
Gate Dispatch Training Program, provides each CTO visual and written queues with the
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goal of eliminating the confusion and frustration he or she may encounter when
struggling to interpret cumbersome wordy department policy.
_______________________, Committee Chair
Timothy E. Croisdale, Ph.D.
_______________________
Date
vii
ACKNOWLEDGEMENTS
I would personally like to express my great appreciation to all those, who
throughout the years have played a pivotal role in my continued education and career.
My mom, Lee, twin-sister, Tracy, and my children, Kristopher, Kyle, Kourtney, and
Angelica who were with me for the long haul. I would personally like to thank those
who helped me navigate my way through a 17-year civilian career with the Air Force.
The following individuals directly influenced the professional I evolved into by molding
and mentoring me into a career-oriented working professional: Retired General
Raymond Johns, Retired Colonels Kirby Wiest and Bernie Fullenkamp, Retired
Lieutenant Colonels John Wells and Steve Bush, Retired Chief Master Sergeants Ed
Pugh and Robert Sharp, Master Sergeants Mike Riley, Jesse Palapasas, Joe Brooks,
Jimmie Rost, and many others.
I shift gears at 35 and followed my passion, entering the realm of Law
Enforcement by becoming a California Highway Patrol Public Safety Dispatcher. I
would like to convey my deep and genuine gratitude to those who were pivotal during
that transition, willing to take a chance on me at numerous junctures, and contributed to
my success over the years. Those undeniable leaders and mentors are: Captain Ezery
Beauchamp, Commander Dee Dee Teel, Retired Lieutenant Dave Raleigh, Retired
Sergeant James Owens, Public Safety Dispatcher Supervisor IIs Mary Pat Marshall and
Evelyn Graham, and many others. A special thanks goes out to all the Public Safety
Dispatchers who encouraged me during my tenure, especially Sheila Scott, for sharing
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her stay-at-home mom’s inspiring story about starting college at 50 and achieving a
Master’s Degree in 5 years. This only encouraged my desire to complete my college
education.
Many collegiate instructors were instrumental throughout the years, but here are
the ones that I would like to personally thank for being a motivational factor in my
success through their guidance, patience, and understanding: Keith Twitchell (Solano
Community College); Collette Harris-Matthews and Shannon Mills (Cosumnes River
College); and Drs. Maguire, Singer, Lee, Escobar, and Mr. Carver, Mr. Horowitz, and
Ms. Mumma (California State University, Sacramento (CSUS)). However, without a
doubt, the ones that truly deserve recognition are Dr. Farmer and Dr. Croisdale, CSUS
Master’s Program. They provided the systematic foundation and guidance I needed to
keep motivated throughout completing this project and my degree.
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TABLE OF CONTENTS
Page
Acknowledgements .................................................................................................... vii
Chapter
1. INTRODUCTION ...................................................................................................1
Statement of the Problem ...................................................................................1
Purpose of the Study ..........................................................................................4
Definition of the Terms ......................................................................................6
Organization of the Project ................................................................................8
2. LITERATURE REVIEW ........................................................................................9
Introduction .......................................................................................................9
Education and Non-Sworn Communications Staff ..........................................10
In-House Agency Training ..............................................................................14
Communications Training Officer (CTO) Specific Training ..........................17
Summary ..........................................................................................................20
3. PROJECT PROCESS ............................................................................................21
Organization of Project ....................................................................................23
Project Product .................................................................................................23
Summary ..........................................................................................................27
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4. CONCLUSIONS AND RECOMMENDATIONS ................................................28
Training and Retention Challenges. .................................................................30
Summary ..........................................................................................................35
Appendix A. Roadmap to the Golden Gate Communications Dispatch Training
Program ............................................................................................................36
References ..................................................................................................................103
1
Chapter 1
Introduction
Public Safety Dispatchers (PSDs) are the most vital link between law
enforcement officers when providing a conduit between themselves and lifesaving
resources to the public they serve. The lack of consistent retention of non-uniformed
dispatch personnel is inherent in most large law enforcement agencies. Turner (2015),
established through her research that there were various factors that attribute to this
include, but are not limited to: recruitment, hiring, training, benefits, work hours, shifts,
promotional opportunities, cannibalism (tenured peers harsh criticism and systematic
passive aggressive attacks on one’s confidence), and stress. Specialized and
Standardized Training and its effectiveness remain consistently at the forefront when
determining the aptitude required by entry-level dispatch employees. Law Enforcement
agencies that currently have standardized dispatch training in place use assessments as a
form of measuring one’s ability to retain the information learned (Commission on
Accreditation for Law Enforcement Agencies (CALEA), 2015). Once in a live setting,
new employees are required to translate the learned information in order to apply it to
real life scenarios.
Statement of the Problem
Until recently, law enforcement agencies nation-wide have put little emphasis on
roles that PSDs play as first responders (Grace, 2012). Typically, PSDs have taken a
back seat to Peace Officers; these professionals play a vital role in providing emergency
support services to the public. They routinely make decisions that can have life-saving
2
consequences for individuals who are victims of crime, have been involved in traffic
collisions, or are experiencing a medical emergency by providing safety, security, and
emergency services to the public.
According to the Bureau of Justice Statistics (2008), there were approximately
18,000 state and local law enforcement agencies operating in the United States
(Dunham, 2015). Nationwide there are more than one million full-time employees
staffing these agencies. However, the majority of these organizations are small,
consisting of 10 or less employees. Larger law enforcement agencies may recruit and
hire their own PSDs, but many agencies rely on the contracted emergency dispatching
services of the larger organizations (Bureau of Justice Statistics, 2008).
Chiaburu and Lindsay (2008), determined that the organizations throughout the
United States spent over $50 billion on formal training in 2000 alone. PSDs are the first
line of defense when assisting the public in crisis, yet most of these agencies lack
standardized formal training (Chiaburu & Lindsay (2008)). This could not be any
clearer than in the Denise Amber Lee kidnapping and Murder case. PSDs had the
multiple resources available to them to properly handle the 9-1-1 calls from
the victim and witnesses, but due lack of standardized training and communication
efforts, the victim was subsequently murdered (Lee, 2013).
Although educational training curriculum has been around for decades,
curriculum development for Law Enforcement and in particular PSDs, has only started
evolving since the early 1980s. Peace Officers need the resources, they are the ones
putting their lives on the line and keeping our streets safe. There can be various reasons,
3
which include the following: funding PSDs are in the back-drop; jobs are not that
strenuous, all they have to do is answer the phone or talk on the radio; lack of technical
expertise required to deal with and educate the varied requirements of this particular
career field; and no standardized training (California Highway Patrol Highway Patrol
Manual 60.5, Communications Training Manual [CHP], 2014).
Many law enforcement agencies continually struggle to maintain their PSDs
staffing retention levels. There are many reasons for this, and the majority of individuals
like to blame it on the stress. However, stress when coupled with other mitigating
circumstances can result in lack of success. Initial standardized training, or lack thereof,
may result in lack of confidence for the trainer, which could be outwardly exhibited in a
negative manner toward the trainee (CHP, 2014).
Many law enforcement agencies are small and in order to be cost effective,
contract their dispatch services from larger agencies. However, the California Highway
Patrol hires and trains individuals to provide that service directly. The CHP has 24
Communications Centers (CCs) throughout the state. These CCs range in size from a
minimum staff of 12, in the small centers, up to a staff of 200 in the larger centers, with
size variations in between. As a whole, there is an immediate need for the Department
to hold CCs accountable for standardized training compliance, recruitment and retention,
and most importantly taking the stigma off training new hires. The goal of creating a
Communications Training Officer Guide should assist in the reduction of the California
Highway Patrol’s retention problem through proactive in-house standardized training
(CHP, 2014).
4
Purpose of the Study
The purpose of this study is to create a Comprehensive Communications
Training Officer (CTO) Program Guide for the Golden Gate Communications Center’s
Training Program. As instructional techniques and technology evolve in all facets of
professional law enforcement career fields, agency training programs must be willing to
take the next step and make necessary adjustments in their training programs to avoid
becoming stagnant, deficient, or obsolete. The GGCC Training Program continues to
conduct its training the same way as it did 20 years ago, with no concrete established
expectations and little if any one-on-one set guidelines for the CTOs. As a result, there
are no structured training procedures to follow and past-practice cycle prevails, leaving
new CTOs to rely following the lead of complacent tenured CTOs.
After conducting research and analyzing the current GGCC Training Program, it
was clear that the GGCC CTOs required more structured one-on-one training, but very
limited resources are available to develop and standardized in-house dispatch training
programs. Although CHP does have policy and procedures in place that meets the
overall departmental requirements for the 24 state-wide CHP communications centers,
they can be cumbersome and challenging to navigate for the user. Currently, CTOs do
not receive any formalized center-specific in-house training. This written document is a
training platform that formulates a solid training foundation through established
expectations, guidelines, and easily understood visual training documents for all CTOs.
There is no similar CHP or GGCC document n existence available to experienced and
future CTOs.
5
This guide will be incorporated into a newly established 4-hour introductory in-
house training class, taught by the Training Program Supervisors, for all current and
future CTOs. Eventually the goal is to allow expert CTOs to take over the training.
This class will allow CTOs to receive training specifically focused on broadening
knowledge and proficiency on how to appropriately train new dispatchers. In-turn,
serving as a foundational tool to ease trainers’ apprehension, while transitioning from
their current role of PSD to a CTO. In addition, the information included in the
document should answer questions that CTOs may have regarding the individual and
cumulative training process.
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Communications Training Program definitions.
This section provides the training guide user clear concise descriptions of
significant terminology utilized throughout the text or in the graphic examples. This will
enable the user to clearly interpret and understand the information presented. The third
section of the guide describes the guide’s construction and layout. It lists the remainder
of the sections and explains the importance of having those sections within the guide.
Definition of Terms
To ensure clarity, the terms used often, and throughout the text are defined:
AMERICAN NATIONAL STANDARDS INSTITUTE (ANSI). The
American National Standards Institute is a private non-profit organization that oversees
the development of voluntary consensus standards for products, services, processes,
systems, and personnel in the United States (Lee, 2013 p. 2).
CALEA. Acronym for Commission on Accreditation for Law Enforcement
Agencies. The CALEA Public Safety Communications Accreditation Program provides
a communications center, or the communications unit of a public safety agency, with a
process to systemically review and internally assess its operations and procedures
(Commission on Accreditation for Law Enforcement Agencies (CALEA) 2018.
Retrieved December 22, 2018, from http://www.calea.org).
CANNIBLISM. The act of cannibalizing something (Webster Dictionary,
Merriam-Webster, (2019) https://www.merriam-webster.com/dictionary/definition).
Individuals in the workplace who intentionally undermine others during the course of
their duties.
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CIVILIAN. Specifically, and exclusively, “all who are not members of the
force” (Chess, 1960 p. 591).
CTO. Acronym for Communications Training Officer. A management position
within an emergency contact or dispatch center. CTOs are responsible for training and
supervising the people who answer 911 calls and direct members of the emergency
services to the scenes of incidents. It is a highly specialized and challenging role,
particularly because, in an emergency, there is no room for error. You play a key role in
ensuring a quick and appropriate response in all emergencies. The CTOs must guide
trainees through a comprehensive training program that requires the blending of
knowledge and skills, and the good judgment of where, when, and how to apply them
(CHP, 2014).
PSD. Acronym for Public Safety Dispatcher. These are the 9-1-1 dispatchers
who receive calls for service from individuals who need assistance from Firefighters,
Police Officers, and Emergency Medical Services (CHP, 2014)
PEDAGOGY. The art, science, or profession of teaching (Webster Dictionary,
Merriam-Webster, (2019) https://www.merriam-webster.com/dictionary/definition).
POST. Acronym for the Commission on Peace Officer’s Standards and Training
(POST). The POST Program is voluntary and incentive-based. Participating agencies
agree to abide by standards and established by POST. More than 600 agencies
participate in the POST Program and are eligible to receive the Commission’s services
and benefits (POST, 2018).
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SELF-EFFICACY. One’s belief in his or her own ability to succeed in specific
situation (Chiaburu & Lindsay, 2018 p. 199-200).
Organization of the Project
Chapter 1 reviewed the history of the Public Safety Dispatcher (PSD)
Communications Training Officer (CTO) within the California Highway Patrol, and
momentarily familiarizes the reader with project’s purpose and objective. The Literature
Review, Chapter 2, focuses on the small body of literature on law enforcement
communications officer training. As a project overview, Chapter 3 provides historical
and current deficiencies within GGCC and CHP Communications Centers state-wide
immediately warranting modern evolution of in-house dispatch training programs. The
reader will obtain highlights of the project’s origination, collaborative process, and
construction to complete the project. In addition, it also describes the construction,
layout, and importance of all sections within the training guide. In conclusion,
Chapter 4, delivers the reader an overall assessment of the project, the benefits and
drawbacks that CTOs may experience during the project’s use, and when needed
prospective revision updates.
9
Chapter 2
Literature Review
Introduction
Law enforcement has evolved over the last two centuries, with the first organized
agency in America opening its doors in Philadelphia, Pennsylvania (Reiss, 1992). Other
large cities started following suit shortly thereafter. According to the Alaska Justice
Forum and the U.S. State and Local Law Enforcement Agencies Census of 2008, a
Bureau of Justice Statistics Report States:
Our nation has 17,985 state and local law enforcement agencies with at least one
full-time officer or equivalent in part-time officers, including: 12,501 local
police departments; 3,063 sheriff’s offices, 50 primary state law enforcement
agencies; 1,733 special jurisdiction agencies; and 683 other agencies, primarily
county constable offices in Texas (p. 8).
Critical thinking is one of the key elements necessary for trainers to objectively
analyze and evaluate issues, both for departmental policy and procedure interpretation as
well as during critical performance issues with employees. The ability to quickly analyze
a particular situation and make a prudent decision quickly interpreting policy and the
employee’s needs is an essential part of an in-house training program. Proper judgment
is imperative as Communications Training Officers (CTOs) are required to anticipate
potential issues, assume responsibility, take prompt and appropriate action, stabilize
situations, and confirm resources are utilized effectively.
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Knowledge of proper verbal and written communication skills will ensure CTOs
are able to effectively deliver information, speak eloquently to trainees, defuse caustic
training situations, and convey messages professionally. They are responsible for
mitigating any training conflicts in stressful situations, handling sensitive issues with
tact, communicating performance standards, and providing feedback to employees.
CTOs must utilize effective communication techniques, including active listening skills,
which are essential for interpersonal communication amongst themselves and the trainee.
Communicating effectually supports working relationships with trainees, the field,
supervision, allied agencies and the public.
Education and Non-Sworn Communications Staff
According to Dalkir (2011), the ability to manage intellectual capital is
increasingly crucial in today’s knowledge economy as the use of technology has grown
exponentially over the last three decades. You have only to pick up a cell phone to fully
understand the magnitude of virtual reality and its effect on today’s society on a social,
economic, and educational level. Our nation today could not function effectively and
without modern technology. This is apparent in various facets which include, but are not
limited to: banking, shopping, education, politics, medical procedures, law enforcement,
military forces, social media, libraries, law enforcement, etc. Fighting the evolution of
technology is not an option since the list is endless and each day brings a new discovery.
Instead, coming to terms with the millennials learning mindset, a generation of
individuals raised and empowered through the use of technology, can present learning
challenges for educators from other generations (Endedijk & Vermunt, 2011).
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Dalkir (2011) found that knowledge is a valuable commodity that is embedded in
products (especially high tech) and tacit skills of highly mobile employees. In order to
make sense of how this works, you have only to look at the education systems within
local communities. Many are moving away from the text books, not only due to cost,
but to cater to the next generation educational learner. Gorozidis and Papaioannou
(2014) both conveyed that school innovations have become increasingly important for
worldwide reforms in an attempt to improve education and to switch from traditional
teaching practices (teacher-centered) to more creative student-centered approaches (e.g.
cooperative, project-based learning). This dilemma is not just specific to the United
States, but has an impact on a global scale. To provide some evidence of this, over the
last decade Greece’s Ministry of Education has utilized top-down reform efforts in an
attempt to improve education and to align national curricula with international trends
(Gorozidis & Papaioannou, 2014).
In light of today’s standard of technology, it’s not how much information you
can obtain or even the talent of an organization, but how to effectively manage the
readily available and accessible resources (Dalkir, 2011). A cliché often heard within
most organizations and educational institutions is “knowledge is key.” The
identification of key knowledge is closely related to strategic planning activities, such as
establishing the knowledge gap, the definition of objectives and strategy of knowledge,
technology orientation and human aspects, and activities related to post-identification
processes (Arias & Durango, 2009). Educational innovations are typically optional
centrally organized in-service or continuous professional development training
12
programs, with no guarantee that the receiver will gain anything from the experience
(Gorozidis & Papaioannou, 2014). In other words, you can deliver the message, but
only the receiver can determine what they take away from the process. This is why
providing an instrument, such as situational learning activities, periodically throughout
training reinforces and measures the receiver’s (the trainee) aptitude and level of
comprehension. In order to measure the learners’ actual cognitive retention, it is critical
that the instructional information being relayed, teaching style, and training materials are
used to directly convey the information as it correlates with real life scenarios.
Individuals have various types of motivations for learning and educators utilize a
variety of teaching techniques based on how they have learned to instruct. Gorozidis and
Papaioannou (2014) found that a teacher’s motivation to learn has a direct impact on the
aptitude and willingness of a students’ educational development. Secondary to that, a
research project conducted by the Ministry of Education in 2011, showed that motivation
of teachers to implement innovation played a pivotal role in the organization, grouping,
motivation, and guidance of students (Gorozidis & Papaioannou, 2014) To further
expound on this, recent studies have shown that teachers’ motivation and cognition (e.g.
self-efficacy, attitudes, appraisals, beliefs, goals) are vital for the impetus of their
workplace learning (Geijsel, Sleegers, Stoel & Kruger, 2009; Kwakman, 2003; Lohman,
2006; Runhaar, 2008; Vermunt & Endedijk, 2011). Students, to this day, tend to mimic
the social and behavioral learning styles exhibited by their educator.
One obstacle that plagues teachers today is the learning savvy of their students.
The millennial students have an advantage over previous generations; starting from early
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in the developmental stages of childhood many were consistently exposed to some form
of advanced technology that was prevalent within the last year, let alone the last decade.
This cognitive evolution may have started with basic exposure to a television remote
control, Angry Bird computer games, going onto cellular devices, and social media
outlets. Endedijk and Vermunt (2011) discovered that the flow of information readily
available, via the internet, has left students with more diversified information
backgrounds and teachers no longer know everything better than students.
Teaching methods for many disciplines are being created in order to fall in line
with new pedagogies. According to Endedijk and Vermunt (2011), instruction has
become extremely diversified, starting with the origination of traditional teaching, where
teachers have to explain the subject matter well and regulate the learning of their
students. The next step is the transition into assignment-based teaching which includes
designing good assignments, giving feedback, coaching students, and getting students to
work actively. Subsequent to that is problem-based learning in which the teacher fulfills
varied roles (tutor, skills trainer and assessor, problem designer, and block coordinator).
The next progression presupposes that a teacher can supervise and guide project groups,
encourage collaboration within groups, and make sure that all students contribute
equally to the group products, commonly referred to as the project-centered teaching.
Finally, teachers traditionally utilize competency-based teaching to align themselves as
role models, career advisers, competency assessors, professional growth consultants.
This parallels the current dual learning program models that emulates student learning
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through a mentoring process that provides clarity to students and addresses their
concerns.
In all student-oriented forms of teaching, teachers should be able to act as
diagnostician, challenger, model, activator, monitor, reflector and evaluator of students’
learning processes (Vermunt & Verloop, 1999). Tenured educators are often faced with
unique instructional technique challenges that typically present themselves when an
institution advocates change, becomes modernized, and evolves. According to the
model that Shulman and Shulman (2004) developed, educators have to develop a new
view of teaching and student learning, be motivated to learn about the new ways of
teaching, understand the concepts and principles on which the innovation is based,
develop skills to translate the new way of teaching into practice, reflect on their
experiments with the new pedagogy in order to learn, and form part of the community of
teachers who are all learning new things. Ultimately, the desire to learn and teach
revolves around learning orientations, motivation, and teachers’ will to learn (Ebdedijk
& Vermunt, 2011).
In-House Agency Training
H. Dolezalek, Associate Editor of Training Magazine, related in a 2004 Training
Annual Industry Report, that the US spent more than $50 billion annual on formal
training (as cited in Caetano, Lyons, Michel & Kavanagh, 2007, p. 282). The
importance of the astronomical amount of funds spent on training is whether or not it is
effective, and the desired outcome been reached for the agencies making the
investments. In other words, it is important for organizations to ensure that training
15
leads to desired work outcomes, such as increases in job performance (Caetano et al.,
2007). Chiaburu and Lindsay (2008) both agree that training programs are effective
only to the extent that the skills and behaviors learned and practiced during instruction
are actually transferred to the workplace.
In 2012, Gustafson and McClellan reiterated a very basic thought process that
originated in 1964 with Wilensky, “Education is central to most accounts of
professionalization” (p. 109). Sheehan (1995) expounded further by stating, a
professional position is one that “requires advanced education and training involving
intellectual skills” (p. 17). In 2012, Gustafson and McClellan went on to deliver the
following message: although it is impossible to account fully for the multifaceted and
evolving status of the professional, this work is committed to keeping complexity in
mind as it explores the nature of law enforcement professionalization. Traditionally, law
enforcement has functioned as a bureaucracy with significant systems of oversight and
strict procedural rules and regulations (Schneider, 2009). According to Gustafson and
McClellan (2012), assumptions were drawn from their research, which in-turn provided
a baseline for exploring law enforcement’s often disputed occupational status (p. 111):
- Professions are characterized by specified levels of education aligned with
specific bodies of scholarly knowledge as a necessary, but insufficient, condition
- A public discourse of trust has typically ensured a great deal of work autonomy
in exchange for certain educational and ethical commitments, but these
discourses are being reshaped by enterprise interests; and
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- The everyday discourse of professionals in the workplace simultaneously draws
on larger public discourses while potentially challenging or reshaping these same
public discourses.
Professional status relies on both changing public discourses and everyday on-
the-job discourse. This approach understands discourse as constitutive of larger social
structures and arrangements. Organizational communication scholars look at everyday
talk, artifacts, and rituals to better understand how professions are enacted. For many
decades, scholars and practitioners have struggled to determine whether law enforcement
is a profession (Gustafson & McClellan, 2012). Education and training, or lack thereof,
are enacted in countless everyday situations. One example provided was an officer
encounters behavior perceived as problematic and/or a violation of the law and in-turn
will need to interpret these behaviors in ways that correspond with laws, best practices,
and agency expectations (Gustafson & McClellan, 2012).
Our society is waking up to the fact that a well-trained and certified 911
workforce and its life saving capabilities deserve the same level of professionalism,
uniformity and citizen oversight as many other occupations whose impact on human life
is seemingly insignificant in comparison (Lee, 2013). The very nature of police work
keeps the everyday dispatch of police response more continuous and complex than
dispatching fire apparatus or medical units, because fire and medical situations routinely
are handled by field supervisors on the scene after the initial callout (Sheehan, 1995).
According to Nonaka and Takeuchi (1999), knowledge is something that cannot be
managed in conventional terms, but it is possible to work in organizational dynamics
17
that allows interaction and conversion of individual knowledge to ensure Policing is
being reconstructed worldwide.
Communications Training Officer (CTO) Specific Training
Law enforcement standards are also notably inconsistent in the US in terms of
scholarly education (Carte, 1969; Carter, Sapp, Stephens, 1989). Measures of education
requirements and the impact of education on policing tend to be the focal point of
professionalization efforts and arguments for and against change. Since the broad move
toward increased law enforcement standards in the 1970s and 1980s, minimum required
training hours have remained relatively stable in law enforcement (Rojek, Kaminski,
Smith, & Scheer, 2007) Higher education standards were called for by the President’s
Commission on Law Enforcement and Administration of Justice in 1967 and many have
echoed this call (Carter et al., 1989; Travis, 1995).
Over two decades ago, Sheehan (1995), showed that dispatchers were historically
treated as the step-children of the emergency service field, willing and happy to take
advantage of any formal training they could acquire. In the mid-1980s, Connecticut's
Bureau of Statewide Emergency Telecommunications (BSET) recognized the need to
regulate telecommunicator training and established a foundation for its agencies. After a
lengthy campaign, the state passed legislation mandating certification for all emergency
dispatchers and telecommunicators hired after January 1, 1990 (Sheehan, 1995). Armed
with a structured program, the bureau then established criteria for instructors that include
a “method of instruction” course and at least 2 years of related experience (Sheehan,
1995). Since the introduction of the program in April 1990, the BSET has continued to
18
refine the curriculum (Sheehan, 1995). Although a painstakingly difficult task, the
BSET eventually paved the way for many established and new law enforcement
agencies nation-wide that would start breaking ground on their own dispatch training
programs.
The momentum for this long overdue missing piece of emergency response is
gathering steam. In the state of Florida, the Denise Amber Lee Act passed requiring 232
hours of training and passage of a state exam took effect on October 1, 2012 (Lee, 2013).
Lee (2013) went on to further state that previous issues with personnel and budget
constraints in the past have caused agency administrators to express some concern over
the necessity for training beyond what dispatchers need for certification. On-the-job
training cannot be avoided. Standard for Quality Assurance and Quality Improvement
within the Public Safety Communications Center defines the industry recommended
minimum components to evaluate performance of public safety communications
personnel. The goal is to have this standard formally introduced to the American
National Standards Institute (ANSI) and be developed into an ANSI recognized standard
(Lee, 2013). While some training and standards exist, there is an opportunity to define
how nationwide training standards, minimum guidelines, or requirements could be
implemented. Lee (2013) further clarifies that without this formalized training, a lack of
uniformity and service delivery will persist now and during the transition to Next
Generation 911.
One of the most cost-effective options for many law enforcement agencies,
typically smaller ones, is to ensure the dispatchers they hire receive initial adequate
19
standardized training through a community college or specialized academy at their own
expense (Etter, 1998). This alleviates the training expense for the hiring agency, but still
provides strict standardized guidelines the applicant must adhere to in order to be
selected for the position. Pre-service students routinely utilize post-secondary
educational opportunities to acquire enough training to make themselves marketable to
law enforcement hiring officials. This is contrary to in-service students, who are
currently employed by an agency and are either attempting to advance themselves or
maintain their licenses.
With very few exceptions, law enforcement education regulatory standards
remain law throughout the United States (Carter et al., 1989). Subject matter
requirements have increased notably while training hours have remained constant. In
California, for example, many new requirements were added to the minimum basic
training curriculum while the total minimum hours remained constant (Commission on
Peace Officer Standards and Training, 2007; Rojek et al., 2007). The fields of law
enforcement and corrections have become increasingly more complex. New laws, new
procedures, and new technology have forced the law enforcement community to advance
the education and training of their personnel (Etter, 1998). It is imperative that both
police departments and colleges communicate regularly to ensure curricula and policies
are constantly being reviewed, updated, and relayed to the intended recipient in a timely
manner (Etter, 1998). To assist with achieving and maintaining that goal, agencies rely
on POST and the Commission on Accreditation for Law Enforcement Agencies
(CALEA), two of the best standardized Law Enforcement training and compliance
20
programs nationwide, to provide guidance and ensure all law enforcement and dispatch
training is provided consistent, relevant, and effective manner.
Summary
In spite of the large volume of law enforcement agencies in the United States and
the billions of dollars cumulatively being spent on training, to-date law enforcement
agencies still function as a bureaucracy. This results in very little emphasis being placed
on dispatch training. Dispatchers are the vital link between the public, especially those
in crisis and the lifesaving emergency services needed.
In order to effectively train, Communications Training Officers (CTOs) need to
be critical forward thinking individuals with an ability to develop a training style that fits
all trainees regardless of his/her learning modality. Most trainers lack pedagogy
experience and rely on self-efficacy in their own skills, which is deeply rooted in the
training they initially received as a dispatcher.
Organizational dynamics are changing and the demands to establish public trust
are at the forefront of providing safety, service, and security to the public. As
communities legitimize the role of dispatchers, they are now recognized for the
significant role they play as key component of the “First Responders” team. A quality
Communications Training Officer (CTO) is a critical key component of any dispatch
training team. These individuals provide critical training so new dispatch trainees can
learn how to be that lifeline for the public, while still adhering to departmental policies
and procedures.
21
Chapter 3
Project Process
The intent of this project is to provide a roadmap to the Golden Gate
Communications Center (GGCC) Training Program for all the Communications
Training Officers (CTOs), Cadre and Associate Trainers, training at GGCC. This
training guide will establish the training framework CTOs can apply when establishing a
training plan for all new employees hired into the California Highway Patrol (CHP)
Public Safety Dispatch (PSD)/Public Safety Operator classifications at GGCC.
The Communications Centers Support Section (CCSS) has direct oversight of all
24 Communications/Dispatch Centers within the CHP and throughout the state, yet they
work independent of one another. Although the Department has standardized policies
and procedures they must adhere to, depending on the area’s geography and
responsibilities. This guide will provide the new and current GGCC In-House Training
Program CTOs a user-friendly resource reference which can assist with visualizing how
policy is translated into accurately completing a training assessment.
The GGCC currently suffers consistently from significant lack of retention
issues, the ability to retain new employees. This is attributable to multiple factors,
including but not limited to adequately trained CTOs. As the GGCC Training Manager,
previous CHP Academy Supervising Instructor, and resident expert having direct
oversight of CTO training, the author recognized that a paradigm shift was required in
order to solidify a standardized in-house Peace Officers Standards and Training (POST)
Basic Public Safety Dispatcher Module A and Module B training would be the first step
22
in the right direction. The current California Highway Patrol Manual (HPM) 60-5,
Communications Training Program Manual, does not provide a comprehensive
systematic visual guide for trainers to follow. Rather a trainer can find it verbose,
technical, and often hard to translate the intent into a viable legible document that meets
the Department’s standards. As such, it lacks interpretive value that could ease the
training process that often becomes cumbersome for supervision, the trainer, and the
trainee. This guide serves as a substantial resource for trainers, providing a simplified
visual breakdown, from start to finish, of the training process.
The content of the guide was a assembled from official sources which included
utilizing current California Highway Patrol (CHP) policies and procedures, Peace
Officers Standards and Training (POST) CTO course curriculum, CHP training and
survey forms, and a culmination of personal communications with California Highway
Patrol personnel directly related to the training process within the dispatch classifications
(management, supervisor, and past and present CTOs). This method of gathering
feedback provided invaluable results, bringing to the forefront innumerable predictable
and avertable shortcomings related to the GGCC Training Program.
The author collectively gathered, reviewed, and systematically organized all
informational resources based on the need of the prospective end-user. These included
training feedback surveys, applicable POST and CHP policies, and GGCC Standard
Operating Procedures. The author took on the tedious task of evaluating and extracting
from all contributing resources. Utilizing the book, How to write & prepare Training
Materials (Stimson, 2002), the author of this project was able to write to the reader and
23
present the pertinent detailed material on organizing a practical CTO training guide.
Any accumulated resources found to be irrelevant and not directly applicable to the
project were discarded. This section lists the remainder of the project chapters and
explains the importance of having them within the guide.
Organization of the Project
The remainder of this project, Roadmap to the Golden Gate Dispatch Training
Program, consists of 10 chapters that are in-depth and visually comprehensive for the
CTOs. Each provides the reasoning and need for the guide’s development, and the
potential substantive value it brings to GGCC’s in-house training. The chapters will
provide comprehensive written explanations and visual guides on each component of the
respective form covered in the chapter, how it correlates with the Department’s intent on
its use, and how to sufficiently and appropriately document each trainee’s progress
throughout the various stages of training.
Project Product
This Roadmap (see Appendix A) will serve as a Comprehensive
Communications Training Program Guide within the California Highway Patrol
Dispatch Community. The guide is divided into eight sections. The sections are as
follows:
Introduction. Chapter 1, Golden Gate Communications Center (GGCC)
Comprehensive Communications (CTO) Training Guide, provides a brief introduction to
Departmental Policy as it relates to the Communications Training Officer (CTO)
Program and the objective and purpose of the project. In addition, it outlines the role
24
and responsibilities of the CTO as they relate to the trainee, supervision, and
management within the GGCC Command.
Employee roles and responsibilities. Chapter 2, CTP Trainer Orientation,
discusses the goals, objectives, roles and responsibilities of the all those CTOs that will
be utilizing the CTO Training Guide as a tool for providing in-house training. The intent
of this training guide is to enhance the trainer’s ability to effectively execute their roles
in the training program and one-on-one trainee interaction while eliminating the stigma
within the CHP that often comes with training.
Organization. Chapter 3, CTP Trainer Orientation, of the guide delivers the
CTO an established set of CHP and GGCC training expectations and guidelines in order
to provide the most effective training possible to a new employee based on their module
and cycle in training. The chapter methodically lays out the Department and GGCC’s
training expectations in a manner that allows each trainer to focus on modifying their
training style based to the learning modality that is most effective for the trainee. The
detailed information encompasses all department designated training mandated during
each trainee’s probationary period.
Performance Evaluations – Module A. Chapter 4 and Chapter 5, CHP 157,
Communications Training Officer Program Daily Observation Report, for Module A
and B. These chapters are designed to provide the trainer a visual layout of the
organization of the guide along with a list of essential terminology related to the
Department and the training process. This section will provide a comprehensive written
and visual explanation and breakdown of each component of Module A, Service Desk
25
and Module B, Radio, training and the trainee’s evaluation process, the CHP 157, Daily
Observation Report. The trainer will be provided the following:
a. An understanding of the evaluation instruments
b. What to document
c. Examples of evaluations
End of Cycle Reports. Chapter 6 affords a comprehensive written and visual
explanation and break down of each component of the CHP 157A, Communications
Training Officer Program End of Cycle Report, evaluating the overall culmination of
either Cycles 1, 2, or 3 of the trainee’s Module A, Service Desk, or Module B, Radio,
training. The trainer will be provided the following:
a. An understanding of the evaluation instrument
b. What to document
c. Examples of evaluations
End of Module Reports/Final Evaluations. Chapter 7 delivers a comprehensive
written and visual explanation and break down of each component of the CHP 157D,
Communications Training Officer Program Final Evaluation – Service Desk, and the
CHP 157C, Communications Training Officer Program Final Evaluation – Radio,
evaluating the trainees ability to work independently. The trainer will be provided the
following:
a. An understanding of the evaluation instrument
b. What to document
c. Examples of evaluations
26
Remediation. Chapter 8 offers a comprehensive written and visual explanation
and break down of each component of the CHP 157B, Communications Training Officer
Program Remediation Plan, which provides trainers a strategically focused remedial
plan targeting a trainee’s deficient dispatching skills. This plan is written by a GGCC
Training Supervisor, implemented by a CTO, and intended to place training emphasis on
the trainee’s deficient critical tasks. The trainer will be provided the following:
a. An understanding of the evaluation instrument
b. Collectively highlighting deficient performance DOR documentation into quality
corrective training plan
c. Examples of remedial training plans
Performance Log. Chapter 9 is a comprehensive written and visual explanation
and break down of each component of the CHP 157E, Performance Log, for each Cycle
of the trainee’s Module A, Service Desk, or Module B, Radio, training. The trainer will
be provided the following:
d. An understanding of the evaluation instrument
e. Collectively highlights daily DOR performance ratings and Limbo Days
f. Examples of performance logs
Golden Gate Employee Trainee Guide. Chapter 10 is an all-inclusive GGCC
Employee Training Guide which establishes and sets achievable key milestones trainees
should be meeting during their Module A, Service Desk, and Module B, Radio Training.
A weekly training timeline for CTOs which strategically establishes training set
27
guidelines and position assignments throughout both Module A and B. Note: This is a
guide, not all trainees learn at the same pace.
Summary
Quality education will provide law enforcement agencies with CTOs who are
better equipped to handle critical tasks and in-turn will enhance their competency level
in training and directing others. Written and verbal communications, as well as
analytical abilities, will be heightened, improving overall interactions. The goal is to
reduce the California Highway Patrol’s retention problem through proactive in-house
standardized training. This training guide will expand awareness of dispatch training
principles and ultimately enable a CTO to provide more confident and efficient training.
The goal of this project is to provide a tool that is readily accessible to all CTOs
that can be easily relatable to the visual, auditory, kinesthetic, and tactile learner. In
order to accomplish this, the literature review depicts the evolution of learning in the
following categories: Education; Law Enforcement Training; and Dispatch Training.
28
Chapter 4
Conclusions and Recommendations
The Department has done its due diligence to standardize the process of Public
Safety Dispatch training for all 24 Communications/Dispatch Centers state-wide.
Although, in theory, each center should be able to operate exactly the same based on its
principles, the reality is that each center has challenges that are specifically unique
dispatch services based on the areas they provide services. As a department training
program, we continually profess the need to adjust training styles in order to
accommodate the learner. This is not only applicable to those new hires being trained,
but also the CTOs who are providing the training. The definition of insanity is when one
continues to do the something repeatedly, expecting different results (Howes, 2009).
The need for GGCC to evolve along with technology and understand the learner are two
key elements when establishing an effective and successful training program.
The authoring of this guide is critical to the success and retention of new
PSOs/PSDs throughout the completion of the 6- or 12-month probationary period.
Although CHP currently has departmental policy in place providing dispatch training
requirements, CTOs and Associate Trainers often find the details cumbersome, difficult
to interpret, and hard to apply on a daily basis while actively training. One important
aspect of this guide is that it simplifies the interpretation of the Department’s training
policy while simultaneously taking into consideration the CTOs/Associate Trainers
learning style and ability to translate and incorporate that information into their training
techniques.
29
The project originated from lack of structure and consistency among the various
trainers within the GGCC Training Program as it relates to their ability to independently
and effectively train and assess new hires throughout the various stages of training.
Unlike the sworn officers, who complete a 6-month in residence Academy prior to their
field assignment, the initial training process within the dispatch classifications consists
of a 6-month probationary period for PSOs and a 12-month probationary period for
PSDs. During this timeframe, each employee starts their first day at GGCC and receives
3 days of new hire orientation prior to attending the Academy.
In order to officially become a member of the department, each new hire is
required to complete numerous documents required by the Department and the State
Controller’s Office. In addition, the GGCC Training Program Supervisors or Managers
briefly overview the new hire job classification requirements and responsibilities which
will be embarked on throughout the authorized probationary period. Prior to departing
for their 3-week Public Safety Dispatcher Basic Course (PSDBC) Peace Officers
Standards and Training (POST), the new hires overview includes becoming acquainted
with a new language, CHP Aural Brevity, completing CHP Office of Development
Services (ODS) on-line training and POST Quarterly Continuous Professional Training
(CPT), and Service Desk and Radio sit-a-longs in order to become familiar with their
new profession.
Subsequently, those individuals hired into the PSOs and PSDs classifications
receive a total of 6 to 12 months of training while on probation. Reliant upon the PSO or
PSD’s ability to effectively learn, process, and practically apply those skills
30
independently will dedicate the duration of training required to achieve this goal. PSDs
will attend a total of 5-weeks of POST and Agency Specific Training at one of two
Academies, Academy North in West Sacramento, and Academy South at Ben Clark
Training Center in Riverside (PSOs only attend the first 3-week training session). These
courses consist of Public Safety Dispatcher Basic Course (PSDBC) – Module A (Service
Desk Training), PSDBC – Module B (Radio Training), GGCC Area Specific In-House
Training, and hands-on one-on-one training with a CTO/Associate Trainer. PSOs
receive the same training initially, but not attend Module B (Radio Training) since the
job classification if for Service Desk only.
The current Department Policies and Procedures provide a training framework
that sets standards and expectations statewide for all 24-Dispatch/Communications
Centers. This policy does not take into consideration the various dispatching
requirements and needs based on area specific criteria which include topography,
inclement weather, metropolitan regains, rural areas, commute challenges, etc. Public
Trust and meeting the California Office of Emergency Services (CalOES) 9-1-1 call
answering standards while continuing to strive to meet the Department’s goal of
providing safety, service, and security to the people of California is continually at the
forefront of CHP’s mission.
Training and Retention Challenges
I. Dispatchers may have various reasons for quitting their position with the
department.
31
a. They may not realize how demanding the position is, causing an undue
hardship or a strain on their personal life.
b. New dispatchers may have personality conflicts with their trainer or
generational challenges that present themselves during training and are
not easily resolved.
c. Learning a new job can be a shock to a new dispatcher’s confidence and
self-esteem, resulting in the individual becoming more introverted.
d. The ability to deal with individuals in crisis, comprehend, and apply the
Departmental training provided to real life scenarios does not always
mean that a new dispatcher can execute their training effectively on a
routine basis.
II. Trainers may be reluctant to train even though they have the training and
skillset to provide outstanding training.
a. New and tenured trainers are not always confident in their abilities to
master their own dispatch skillset and are apprehensive about passing that
trait onto newly hired dispatchers.
b. The liability of ensuring that new dispatchers learn and implement
information in accordance with the Departments Policy and Procedures
can be a trainer’s fear.
c. Trainers also assume legal liability and can be subject to criminal and
civil litigation for training not conducted under the scope of departmental
policy.
32
d. Trainers often lack the ability to accurately reflect a trainee’s
performance in written format on a Daily Observation Report. This
includes choosing a Daily Objective, appropriately marking critical tasks,
writing and then rating the performance, and providing constructive
feedback.
e. Dispatchers are frequently critical of trainer’s ability to provide adequate
training and typically voice it on the dispatch floor in front of trainees.
f. Tenured dispatchers constantly criticize a new trainer’s lack of experience
and question their ability to provide thorough, relevant, and effective
training.
g. The process of training typically intimidates dispatchers who have never
trained before.
III. Supervision and Management can contribute to a dispatch trainee’s success
or failure.
a. Supervision is often times bogged down trying to complete administrative
paperwork that takes their focus away from training.
b. Training programs in a Communications Center are often times not built
on a solid foundation.
c. Upper management does not appear to always be consistent with
standards as they apply to trainers or trainees.
d. Final evaluations, which should be conducted by supervision are often
times deferred to a trainer, resulting in biased results.
33
e. Trainers who may find a deficiency are quick to call it quits when training
new hires, when supervision should step in and conduct a comprehensive
assessment of the trainer’s abilities to provide effective training to the
trainee.
f. Due to lack of understanding of what is expected of them, trainers would
rather give up than try a new technique in order to assist the new hires
success.
IV. Standardized Training has proven to establish a logical systematic process
that provides a desired outcome for educating trainees.
a. Peace Officers Standards and Training (POST)
i. Entry Level Training
1. Public Safety Dispatch Basic Course Module A
2. Public Safety Dispatch Basic Course Module B
ii. Quarterly Continuous Professional Training (CPT)
1. Health and Wellness
2. Workplace Violence
3. Computer Aided Dispatch Refresher Training
4. Best Practices of Good Training
iii. Advanced Training
1. Communications Training Officer (CTO)
2. Advanced CTO
3. CTO Development Tools for Trainers
34
4. Leadership, Mentoring, and Coaching
5. Academy Instructor Certification Course
6. Intermediate Instructor Course
7. Advanced Instructor Course
b. Commission on Accreditation for Law Enforcement Agencies (CALEA)
i. Best Practices
ii. Quality Assurance
c. CHP Departmental Training
i. POST Quarterly Continuous Professional Training
ii. California Law Enforcement Telecommunications System
(CLETS)
iii. Quarterly Public Trust Commander’s Hour
iv. Dispatch Courtroom Testimony
v. Active Shooter
vi. Shot Spotter
vii. Crisis Intervention
viii. Critical Incident Training
ix. Cyber Security
x. Sexual Harassment Training
xi. Substance Abuse Training
xii. Public Records and Privacy Act Training
35
xiii. Cultural Awareness Training
xiv. Defensive Drivers Training
Summary
All individuals are not necessarily innately equipped with multi-tasking skills,
having the ability to simultaneously handle various tasks at the same time. However, for
those that are, this guide will allow the CTOs to focus on honing their training skills
while ensuring their trainee receives accurate reflection of their performance on a daily
basis. This guide provides the GGCC Training Program the ability to establish a reliable
foundation of training guidelines for each CTO.
The guide is a dynamic document that is a depiction of current department
policies and procedures. The Department policy reviews are conducted every six
months and revisions occur when needed. This guide will be reviewed and updated as
policy changes and/or new training material or techniques need to be incorporated.
Evaluating the quality of written training documentation will serve as a testing
mechanism to identify the effectiveness of the guide. In addition, the ability and
efficiency of the CTO to adhere to the guidelines set forth in the guide while actively
training. Ultimately, the implementation and use of GGCC’s new training guide should
provide direct feedback as to the level of its success.
36
Appendix A
COMPREHENSIVE
COMMUNICATIONS TRAINING OFFICER
PROGRAM GUIDE
37
38
TABLE OF CONTENTS
Page
1. COMMUNICATIONS TRAINING PROGRAM (CTP) ..................................4
General ...............................................................................................................4
Purpose ..............................................................................................................4
2. CTP TRAINER ORIENTATION ......................................................................5
General ...............................................................................................................5
Purpose ...............................................................................................................5
3. CTP TRAINEE ORIENTATION ......................................................................7
General ...............................................................................................................7
Purpose ...............................................................................................................7
Trainers ..............................................................................................................7
Training Supervisors ..........................................................................................8
New Hire Orientation Schedule ........................................................................ 8
4. MODULE A, SERVICE DESK ........................................................................9
General ...............................................................................................................9
GGCC Module A - Classroom Training, Week 1 – Syllabus ..........................10
GGCC Module A – Classroom Training Week 2 – Syllabus ..........................11
CHP 157, Daily Observation Report, (DOR) .................................................12
Common Issues with DORs .............................................................................12
- 1 -
39
Example of a Poorly Written DOR – Front Page ............................................15
Example of a Poorly Written DOR – Back Page ............................................16
Example of a Well Written DOR – Front Page ...............................................17
Example of a Well Written DOR – Back Page ................................................18
5. MODULE B, RADIO ......................................................................................19
General .............................................................................................................19
GGCC Module B – Classroom Training Syllabus ...........................................20
Module B, Radio Training Cycles – Assignments...........................................21
CHP 157, Daily Observation Report, (DOR) ..................................................22
Common Issues with DORs .............................................................................22
Example of a Poorly Written DOR – Front Page ............................................24
Example of a Poorly Written DOR – Back Page ............................................25
Example of a Well Written DOR – Front Page ...............................................26
Example of a Well Written DOR – Back Page ................................................27
6. END OF CYCLE REPORT.............................................................................28
General .............................................................................................................28
Example of Poorly Written CHP 157A – Module A, Service Desk ...............29
Example of Well Written CHP 157A – Module A, Service Desk ...................30
Example of Poorly Written CHP 157A – Module B, Radio ............................31
Example of Well Written CHP 157A – Module B, Radio ...............................32
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40
7. END OF MODULE/FINAL EVALUATION ........................................................33
General .............................................................................................................33
Example of a Poorly Written CHP 157D – Service Desk ..............................34
Example of Well Written CHP 157D – Service Desk .....................................35
Example of Poorly Written CHP 157C – Radio ..............................................36
Example of Well Written CHP 157C – Radio .................................................37
8. REMEDIAL TRAINING PLAN - MODULE A/MODULE B .......................38
General .............................................................................................................38
Example of Poorly Written CHP 157B – Service Desk ..................................39
Example of Well Written CHP 157B – Service Desk ....................................40
Example of Poorly Written CHP 157B – Radio ..............................................41
Example of Well Written CHP 157B – Radio .................................................42
9. PERFORMANCE LOG ...................................................................................43
General .............................................................................................................43
Example of Poorly Written CHP 157B – Service Desk or Radio ...................44
Example of Well Written CHP 157B – Service Desk or Radio ......................45
10. EMPLOYEE TRAINING GUIDE .................................................................46
General .............................................................................................................46
Service Desk ....................................................................................................47
Radio ................................................................................................................57
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41
CHAPTER 1
COMMUNICATIONS TRAINING PROGRAM (CTP)
1. GENERAL.
a. Background. The intent of this comprehensive guide is to provide a
written and visual resource for all trainers to standardize and assist with
the training process for all new hires, regardless of their current
experience in classification, aptitude, or tenure as a trainer. The
Department hires dispatchers from a widely diverse group of individuals
who have applied for and successfully past the most current approved
California Human Resources (CalHr) Critical Test, which is administered
by the California Highway Patrol (CHP) Department’s Selections
Standards and Examinations Section (SSES) approved proctors. Golden
Gate Communications Center (GGCC) on a yearly basis averages hiring
approximately 25-30 new dispatchers. This does not include: Public
Safety Operators (PSOs) who previously demoted and want to reinstate to
the Public Safety Dispatch (PSD) classification; reinstated employees
who changed job classifications within the Department, but subsequently
decided they want to return to the PSD classification series; or individuals
who have separated or retired and decided for personal or professional
reasons to reinstate.
b. Objective. Attrition is a challenge that most CHP Communications/
Dispatch Centers are consistently coping with on a routine basis each
year. This is attributable to the arduous training process, cognitive level
of those hired, the learning modality spectrum in which each trainee falls,
and the Communications Training Officer’s (CTO) ability to adjust their
training style to which best suits each trainee’s ability to learn new job-
related skills. Secondary is how the impact of transfers, demotions,
resignations, retirements, and in extreme cases Rejections During
Probation (RDPs) has on the center.
2. PURPOSE. The goal of this guide is to impart each CTO with a condensed
streamlined standardized process that follows department policy, yet establishes
an easy, reliable, go-to resource reference which provides effective training
strategies throughout Module A, Call-Taking, and Module B, Radio training.
Note: All employees involved in the training process must understand the importance of
reading, comprehending, and utilizing HPM 60.1, Communications Operations Manual,
and HPM 60.5, Communications Training Manual.
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42
CHAPTER 2
COMMUNICATIONS TRAINING PROGRAM (CTP)
TRAINER ORIENTATION
1. GENERAL.
a. Background. The responsibility of Golden Gate Communications Center
(GGCC) Trainer Orientation is to ensure new Communications Training
Officers (CTOs) receive a formal introduction to the varied
responsibilities and inherent liability associated with training an entry-
level dispatcher.
b. Objective. This chapter provides each new CTO a generalized overview
of their new role and the various requirements inherited with the position.
The role encompasses providing one-on-one practical hands-on training,
while being a role model, mentor, coach, counselor, resource, and peer.
CTOs must have a clear understanding of department dispatch policies
and procedures, effectively modifying instructions to maximize the
comprehension of the learner, and accurately assessing and documenting
whether the performance meets the required critical tasks.
2. PURPOSE.
Provide all CADRE/associate CTOs an understanding of how the GGCC
Training Program is structured. A CTO Training Team consists of the CTO, a
trainee (the individual being trained), a GGCC Training Supervisor, and when
needed the Training Manager. The program is multi-faceted and requires each
CTO to understand the process of completing policy mandated reports according
to department policy, and within established timelines. The GGCC Training
Supervisors teach CTOs the importance of establishing and calendaring projected
position assignments, demonstrate how to navigate accessible on-line resources,
and provide strategies to overcome the common pitfalls experienced by other
CTOs when assessing and documenting each trainee’s performance in writing.
a. Module A – Service Desk, Cycle 1-3 – A CTO Training Packet consists
of the following:
i. Roadmap to the Golden Gate Communications Training Program
ii. Training Calendar for the Cycle (Training Days, Limbo Days, Ride
Alongs, and position assignments)
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43
iii. CHP 157, Daily Observation Report
iv. CHP 157S, Call-Taking Checklist
v. CHP 157E, Performance Log
vi. CHP 157A, End of Cycle Report
vii. Copy of Highway Patrol Manual (HPM) 60.5, Communications
Training Program, Chapter 4, Training and Evaluation, Annex G
b. Module B - Radio, Cycle 1-3 – A CTO Training Packet consists of the
following:
i. Roadmap to the Golden Gate Communications Training Program
ii. Training Calendar for the Cycle (Training Days, Limbo Days, Ride
Alongs, and position assignments)
iii. CHP 157, Daily Observation Report
iv. CHP 157R, Call-Taking Checklist
v. CHP157A, End of Cycle Report
vi. CHP 157E, Performance Log
vii. Copy of Highway Patrol Manual (HPM) 60.5, Communications
Training Program, Chapter 4, Training and Evaluation, Annex G
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44
CHAPTER 3
COMMUNICATIONS TRAINING PROGRAM (CTP)
TRAINEE ORIENTATION
1. GENERAL.
a. Trainees. These are individuals who have successfully applied for the
position of Public Safety Dispatcher (PSD), passed the Department’s
required examination, interviewed, and passed the arduous and lengthy
background process. Once hired, the PSD and Public Safety Operator
(PSO) trainees will embark on a 6- to 10-month rigorous training program
with the ultimate achievement is to successfully complete the training and
work independently while serving the public. Their training consists of
the following:
b. Module A
i. A 3-week, 120-hour Peace Officers Standards and Training
(POST) and agency specific Academy Call-Taking Dispatcher
Training.
ii. A two-week GGCC In-House area-specific training.
iii. Three cycles consisting of a minimum of 120-hours each with a
one-on-one trainer(s), excluding remedial training if needed.
c. Module B (PSD only)
i. A 2-week 80-hour POST and agency specific Academy Radio
Dispatcher Training.
ii. A one-week GGCC in-house area specific training.
iii. Three cycles consisting of between minimum of 120-hours and no
more than 204 hours, excluding remedial training if needed.
2. PURPOSE. Provides Communications Training Officers (CTOs) an overview on
how the new hire’s/trainee’s training will be structured from day one as a
dispatcher until he/she completes their required training, prior to the end of the
required 6- or 12-month probationary period (PSOs are 6 months and PSDs are
12-months).
3. TRAINERS. Those informal leaders who willingly devote their time to develop,
mentor, and coach new hires. Trainers have very diversified backgrounds, levels
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45
of experience, and they are the very core to a successful training program. The
GGCC Training Program PSDs and PSOs who volunteer for as a GGCC Trainer
may require additional training, developing, and mentoring from the GGCC
Training Supervisors; not all trainers have the skills or tools required to succeed
as a trainer.
4. TRAINING SUPERVISORS. The GGCC Training Program has two assigned
Public Safety Dispatch Supervisor Is (PSDSIs). Their role is multi-faceted and
carries many responsibilities. In addition to handling the day-to-day training
requirements for new hires and reinstatements, which includes coordinating New
Hire training, travel, scheduling, area-specific in-house training, trainer
assignments, daily position assignments, Quarterly POST Continuous
Professional Training (CPT), Division Commander’s Hour Training, and
department on-line training.
5. NEW HIRE ORIENTATION SCHEDULE.
NEW HIRE ORIENTATION
SCHEDULE
TIME Day 1 Day 2 Day 3
0700-0800
TOUR OF FACILITY/
OATH OF
ALLEGIANCE
AURAL BREVITY
FLASH CARDS
AURAL BREVITY
FLASH CARDS
0800-0900
FIRST DAY
PAPERWORK/TIME
USED
SIT A LONG
SIT A LONG
0900-1000
BENEFITS
318 SQUAD CLUB &
BARGAINING UNIT 7
SIGN ON TO LAN/CAD
1200-1230 LUNCH LUNCH LUNCH
1230-1330
AURAL BREVITY
FLASH CARDS
DEFENSIVE DRIVING
ON-LINE COURSE
PEER SUPPORT/STRESS
MANAGEMENT
1330-1430
READING
HPM ETC
READING
HPM ETC
EXPECATIONS OF
TRAINING /415S
1445-1530
AURAL BREVITY
QUIZ
AURAL BREVITY
QUIZ
AURAL BREVITY TEST
- 8 -
46
CHAPTER 4
CHP 157
COMMUNICATIONS TRAINING OFFICER PROGRAM (CTP)
PERFORMANCE EVALUATION
MODULE A, SERVICE DESK
1. GENERAL.
a. Background. Module A – Service Desk is the first of a two-part Golden
Gate Communications Center (GGCC) in-house dispatch training
program. The trainee receives a 3-week 120-hour Peace Officers
Standards and Training (POST) and Agency Specific Public Safety
Dispatcher Basic Course Academy Service Desk Dispatch at the
Academy. Once the trainee returns to GGCC, he/she will receive a two-
week GGCC In-House area specific training.
b. Objective. This Module allows CTOs to assist their trainee with
establishing a dispatch foundation by learning how to appropriately
process, in accordance with department policy, incoming calls for service
from the public and allied agencies. Over the duration of three 12-day
cycles on the 4-10 Alternate Work Week shifts, the trainees will receive
CHP 157s, Daily Observation Reports (DORs), which will reflect their
progress and proficiency in the first seven critical tasks listed on the
DOR.
i. Poorly written DORs do not accurately depict a trainee’s daily
performance.
ii. Well written DORs provide an accurate summary of a trainee’s
daily performance.
iii. Writing the Trainer’s Comments first and then providing the Daily
Ratings for the Critical Tasks performed ensures the trainees
receive ratings based on his/her documented performance.
- 9 -
47
2. GGCC MODULE A – CLASSROOM TRAINING, WEEK 1 – SYLLABUS.
GGCC MODULE A – CLASSROOM TRAINING
WEEK 1 - SYLLABUS
- 10 -
0900-1200
1200-1230
1230-1330
1330-1730
0900-1200
1200-1230
1230-1730
0900-1200
1200-1230
1230-1730
0900-1200
1200-1230
1230-1730
0900-1200
1200-1230
1230-1545
1545-1730
CLETS
DAY 5Lunch
CLETS
MIS
DAY 4
DMV
Lunch
DMV
DAY 3
CAD Review & Scenarios
Lunch
CAD Review & Scenarios
CAD Functions & Creating Logs
Week One
DAY 2
CAD Functions & Creating Logs
Lunch
Call Documentation
DAY 1
Telephone Techniques
Lunch
Telephone Techniques
48
3. GGCC MODULE A – CLASSROOM TRAINING, WEEK 2 – SYLLABUS.
GGCC MODULE A – CLASSROOM TRAINING
WEEK 2 – SYLLABUS
Week Two
- 11 -
0900-1200
1200-1230
1230-1730
0900-1200
1200-1230
1230-1730
0900-1200
1200-1230
1230-1430
1330-1545
1545-1730
0900-1200
1200-1230
1230-1545
1545-1730
0900-1200
1200-1230
1230-1730
DAY 4
Live Calls
Lunch
Aural Brevity Quiz
Emergency Action Plan
DAY 5
Live Calls
Live Calls
Lunch
DAY 3
Lunch
Geography Review
Games
Aural Brevity
DAY 2
CAD Review & Scenarios
Lunch
CAD Review & Scenarios
Telephone Operations Review
DAY 1
Vesta & CAD Log Geo Verification
Lunch
Vesta & CAD Log Geo Verification
49
4. CHP 157, DAILY OBSERVATION REPORT (DOR).
a. Purpose of Critical Tasks: These are required elements that each trainee
must be able to perform in order to meet the departments standard of
acceptable progress.
b. Daily Ratings: Assign a numerical value on the trainee’s performance for
the day.
1 - Unacceptable
2 – Needs Improvement
3 - Satisfactory
NR – Not Rated
c. Daily Objective: A specific achievable goal or task.
5. COMMON ISSUES WITH DORS:
a. No Daily Objective
b. Critical Task Marked NR
c. Critical Task subsections not checked for observed/documented
performance
d. Comments do not match ratings (Write first and then rate)
e. Not routinely providing and documenting assessments
f. Typically fails to set achievable goals
g. Missing trainee and trainer’s signatures
h. Timely review of trainee performance by CTO
i. Timely completion of DORs
j. Timely issue/signing of DORs
k. Missing supervisor’s comments
l. Missing supervisor’s signature
EXAMPLES OF POORLY
WRITTEN OBJECTIVES
EXAMPLES WELL
WRITTEN OBJECTIVES
None listed (Must list a service desk related task, be
specific)
Master the Basics Retain basic call taking information in
order to apply it daily in training
Type or Typing Creating logs in timely fashion while
typing and talking
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50
EXAMPLES OF POORLY
WRITTEN OBJECTIVES
EXAMPLES WELL
WRITTEN OBJECTIVES
Professionalism or
Improve professionalism on telephone Professionalism by utilizing appropriate
dictation by eliminating “likes and umms” Timeliness Create a CAD with pertinent information
and route it to the correct radio or transfer
it to the appropriate agency in a timely
manner
Keep up on a “rain” day Process incoming calls for service in a
timely manner, obtaining all required
information, while remaining polite,
professional, and courteous
Dispatch Ear Work on developing your dispatch ear
through active listening while caller is
providing pertinent information
Self-reliance Work independently, with little or no
assistance for the trainer
Policy Familiarize yourself with call-taking
training guidelines and Departmental
Policy
Aural Brevity Utilize appropriate aural brevity codes
when handling calls for service and type
coding CAD logs
Clean up logs to read better for the radio
dispatcher
Document pertinent information in CAD
log in a manner that can be easily
understood.
Make a log for everything Complete a log and list all pertinent
information in the comments field
Ask all appropriate questions Ask the caller all pertinent questions in
order to obtain and document accurate
information in a CAD log
Finish online training Complete required CLETS Training On-
Line
Abbreviations Practice utilizing department approved
abbreviations while documenting
information in CAD logs
Work Independently Work independently with minimal or any
assistance from the trainer
Listen better while on the telephone Master multitasking skills, simultaneously
obtaining information from the caller
while typing as the caller talks
- 13 -
51
EXAMPLES OF POORLY
WRITTEN OBJECTIVES EXAMPLES WELL
WRITTEN OBJECTIVES Further call taking practice Create logs in a timely fashion Service Desk Answer and process incoming public calls
for service Type Codes Asking all pertinent questions of a caller to
determine the proper CAD log type code
Make logs tell a story Accurately document pertinent information
received from a caller concisely into a CAD
log
Prepare for Assessment Conduct a review of service desk
responsibilities to ensure readiness for Final
Service Desk Evaluation
- 14 -
52
6. EXAMPLE OF A POORLY WRITTEN DOR – FRONT PAGE.
- 15 -
53
7. EXAMPLE OF A POORLY WRITTEN DOR – BACK PAGE.
- 16 -
54
8. EXAMPLE OF A WELL WRITTEN DOR – FRONT PAGE.
- 17 -
55
9. EXAMPLE OF A WELL WRITTEN DOR – BACK PAGE.
- 18 -
56
CHAPTER 5
CHP 157
COMMUNICATIONS TRAINING OFFICER PROGRAM (CTP)
PERFORMANCE EVALUATION
MODULE B, RADIO
1. GENERAL.
a. Background. Module B – Radio is the second of a two-part Golden Gate
Communications Center (GGCC) in-house dispatch training program.
The trainee receives a 2-week 80-hour Peace Officers Standards and
Training (POST) and Agency Specific Public Safety Dispatcher Basic
Course Academy Radio Training at the Academy. Once the trainee
returns to GGCC, he/she will receive a one-week GGCC In-House area
specific training.
b. Objective. This Module allows CTOs to assist their trainee with
establishing a radio dispatch foundation by learning how to appropriately
radio dispatch and coordinate field unit responses to calls for service in
accordance with department policy. Over the duration of three 17-day
cycles, two cycles on the 4-10 and one cycle on the 3-12 Alternate Work
Week shifts, the trainees will receive CHP 157s, Daily Observation
Reports, which will reflect their progress and proficiency in all nine
critical tasks listed on the DOR.
i. Poorly written DORs do not accurately depict a trainee’s daily
performance.
ii. Well written DORs provide an accurate summary of a trainee’s
daily performance.
iii. Writing the Trainer Comments first and then providing the Daily
Ratings for the Critical Tasks performed ensures the trainees
receive ratings based on his/her documented performance.
- 19 -
57
2. GGCC MODULE B – CLASSROOM TRAINING - SYLLABUS.
GGCC MODULE B – CLASSROOM TRAINING
- 20 -
0900-1100
1100-1230
1230-1300
1300-1430
1430-1630
1630-1800
1800-1930
0900-1100
1100-1230
1230-1300
1300-1430
1430-1630
1630-1800
1800-1930
0900-1100
1100-1300
1300-1330
1330-1500
1500-1630
1630-1800
1800-1930
0900-1100
1100-1230
1230-1300
1300-1430
1430-1630
1630-1800
1800-1930
Santa Rosa
Marin
Lunch
Relief
DAY 2
Solano
Napa
Contra Costa
Lunch
Bronze
Freeway Service Patrol
HPM 60.1
GGCC Standard Operator Procedures
DAY 3
Aqua
Ruby
Lunch
Warrants
11-27s & 10-28s
Custodian of Records
Scenarios
DAY 4
Amber
San Francisco
Lunch
Emergency Radio Traffic
Radio System
Scenarios
Radio Cards
DAY 1
Radio Console
MPO
58
3. MODULE B, RADIO TRAINING CYCLES - ASSIGNMENTS.
RADIO TRAINING CYCLES CHART
Cycle 1 – 17 Days
(10 Hrs)
Cycle 2 – 17 Days
(10 Hrs)
Cycle 3 – 17 Days
(12 Hrs)
1st & 2nd Week – 2 Days
Per Radio
1st & 2nd Week – 2 Days
Per Radio
1st & 2nd Week – 2 Days
Per Radio
Violet Violet Master 2 / Relief 1
Pink Pink Relief 2
Amber Amber Relief 3
Emerald Emerald Master 1
3rd & 4th Week – 2 Days
Per Radio
3rd & 4th Week – 2 Days
Per Radio
3rd Week – 2 Days
Per Radio
Maroon Maroon FSP 1
Bronze Bronze FSP 2
Ruby or Aqua Ruby or Aqua Pink or Amber
Turq/Grp, Vio/Turq, or
Mar/Grp
Turq/Grp, Vio/Turq, or
Mar/Grp
Emerald or Bronze
4th Week – 2 Days
Per Radio
FSP 1
FSP 2
Pink or Amber
Emerald or Bronze
FSP 1
FSP 2
Pink or Amber
Emerald or Bronze
- 21 -
59
4. CHP 157, DAILY OBSERVATION REPORT (DOR).
a. Purpose of Critical Tasks: These are required elements that each trainee
must be able to perform in order to meet the Department’s standard of
acceptable progress.
b. Daily Ratings: Assign a numerical value on the trainee’s performance for
the day.
1 - Unacceptable
2 – Needs Improvement
3 - Satisfactory
NR – Not Rated
c. Daily Objective: Specific achievable daily task or goal.
5. COMMON ISSUES WITH DORS.
a. No Daily Objective
b. Critical Task Marked NR
c. Critical Task subsections not checked for observed/documented
performance
d. Comments do not match ratings (Write first and then rate)
e. Not routinely providing and documenting assessments
f. Typically fails to set achievable goals
g. Missing training and trainer’s signatures
h. Timely review of trainee performance by CTO
i. Timely completion of DORs
j. Timely issue/signing of DORs
k. Missing supervisor’s comments
l. Missing supervisor’s signature
EXAMPLES OF POORLY
WRITTEN OBJECTIVES
EXAMPLES OF WELL
WRITTEN OBJECTIVES
None Listed (Must list a radio dispatching related task, be
specific)
Master the Basics Retain basic dispatching information in order
to apply it daily in training
Type or Typing Type when the units provide incident
information over the air
- 22 -
60
EXAMPLES OF POORLY
WRITTEN OBJECTIVES
EXAMPLES OF WELL
WRITTEN OBJECTIVES
Geography Apply knowledge of CHP area line and
county beats when reviewing CAD logs and
assigning beat units
Timeliness Dispatch calls for service to appropriate beat
units in a timely manner
Work a “rain” day Keeping up with multiple units’ radio traffic
while simultaneously prioritizing and
dispatching numerous calls for service
Multitask Efficiently handle incoming radio traffic
while typing and talking, simultaneously
repeating the information to the field
Dispatch Ear Work on developing your dispatch ear
through active listening of incoming radio
traffic
Self-reliance Work independently, with little or no
assistance from the trainer
Policy Familiarize yourself with radio training
guidelines and departmental policy
Aural Brevity Utilize appropriate aural brevity codes when
dispatching calls or handling incoming radio
traffic from field units
Work a busy radio Keep up with busy radio traffic, take control
radio’s pace
Work Independently Work independently with minimal or any
assistance from the trainer
Listen better while on the telephone Master multitasking skills of simultaneously
working the radio while handling calls for
service
Abbreviations Practice utilizing department approved
abbreviations while documenting
information in CAD logs
Make logs tell a story Accurately document pertinent information
received from a caller concisely into a CAD
log
- 23 -
61
6. EXAMPLE OF A POORLY WRITTEN DOR – FRONT PAGE.
- 24 -
62
7. EXAMPLE OF A POORLY WRITTEN DOR – BACK PAGE.
- 25 -
63
8. EXAMPLE OF A WELL WRITTEN DOR – FRONT PAGE.
- 26 -
64
9. EXAMPLE OF A WELL WRITTEN DOR – BACK PAGE.
- 27 -
65
CHAPTER 6
CHP 157A
COMMUNICATIONS TRAINING OFFICER PROGRAM (CTP)
END OF CYCLE (EOC)
MODULE A, SERVICE DESK
AND
MODULE B, RADIO
1. GENERAL.
a. Background. End of Cycle (EOC) Reports are due at the end of each 12-
day cycle in Module A – Service Desk and 17-day cycle in Module B –
Radio. The trainee receives an evaluation from their CTO which
encapsulates their performance for the entire cycle, highlighting
strengths, emphasizing weaknesses, while providing strategies to achieve
attainable goals.
b. Objective. Provide the trainee with an overall summary of their training
performance during that cycle of training. This also allows the CTO to
document a trainee’s ongoing progression in training and make
recommendations on whether or not that individual’s performance
warrants being released to work independently, moving forward to the
next cycle of training, moving forward with remediation due to
deficiencies, or possibly being rejected during probation for failure to
meet performance standards.
i. A poorly written EOC does not accurately depict a trainee’s
performance throughout the training cycle.
ii. A well written EOC will accurately reflect the trainee’s
performance for the training cycle.
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66
2. EXAMPLE OF A POORLY WRITTEN EOC REPORT – MODULE A.
- 29 -
67
3. EXAMPLE OF A WELL WRITTEN EOC REPORT – MODULE A.
- 30 -
68
4. EXAMPLE OF A POORLY WRITTEN EOC REPORT – MODULE B.
- 31 -
69
5. EXAMPLE OF A WELL WRITTEN EOC REPORT – MODULE B.
- 32 -
70
CHAPTER 7
CHP 157D, FINAL EVALUATION - SERVICE DESK
AND
CHP 157C, FINAL EVALUATION - RADIO
COMMUNICATIONS TRAINING OFFICER PROGRAM (CTP)
END OF MODULE EVALUATION
1. GENERAL.
a. Background. Service Desk and Radio trainees receive final evaluations,
administered after completing all three 12-day cycles in Module A,
Service Desk, and all three 17-day cycles in Module B, Radio. The
trainee receives a written and practical evaluation administered by an
assigned evaluator, a Golden Gate Communications Center’s (GGCC)
Public Safety Dispatch Supervisor I.
b. Objective. To provide the trainee an overall assessment, at the end of
Module A or Module B, on their ability to work independently and
perform in accordance with department policies and procedures. This
will determine whether or not the trainee can be released to work solo,
no longer requiring a trainer.
i. A poorly written Final Evaluation does not accurately depict a
trainee’s assessed performance.
ii. A well written Final Evaluation will accurately reflect the
trainee’s assessed performance.
- 33 -
71
2. EXAMPLE OF A POORLY WRITTEN CHP 157D, FINAL EVALUATION -
SERVICE DESK.
- 34 -
72
3. EXAMPLE OF A WELL WRITTEN CHP 157D, FINAL EVALUATION -
SERVICE DESK.
- 35 -
73
4. EXAMPLE OF A POORLY WRITTEN CHP 157C, FINAL EVALUATION -
RADIO.
- 36 -
74
5. EXAMPLE OF A WELL WRITTEN CHP 157D, FINAL EVALUATION -
RADIO.
- 37 -
75
CHAPTER 8
CHP 157B
COMMUNICATIONS TRAINING OFFICER PROGRAM (CTP)
REMEDIAL PLAN
MODULE A-SERVICE DESK
AND
MODULE B-RADIO
1. GENERAL.
a. Background. The Remedial Plan is a training tool intended for use only
when a trainee develops of pattern resulting in his/her performance
dropping below the rating of “Meets Performance Standards” on multiple
CHP 157s, Daily Observation Reports (DORS).
b. Objective. The Remedial Plan is a tool utilized by the Training
Supervisor when the trainee consistently shows a pattern of deficiency in
one or more critical tasks. The Training Supervisor has the ability to
freeze the trainee’s regular training cycle and place the trainee in
remediation in order to provide him/her focused training specific to the
deficient critical tasks. The trainee is provided a CTO who specializes in
remediating deficient trainees and the ability to modify his/her training
style to the learning modalities that work best for the trainee.
i. A poorly written Remedial Plan does not typically provide well
articulated problem identification, layout a viable an action plan,
or set achievable goals focused on the trainee’s deficiencies.
ii. A well written Remedial Plan thoroughly identifies any problem
areas that are causing the training to be deficient, provides a
viable correction action plan, and sets achievable goals that
should improve the trainee’s performances.
- 38 -
76
2. POORLY WRITTEN REMEDIAL PLAN – SERVICE DESK.
- 39 -
77
3. WELL WRITTEN REMEDIAL PLAN – SERVICE DESK.
- 40 -
78
4. POORLY WRITTEN REMEDIAL PLAN – RADIO.
- 41 -
79
5. WELL WRITTEN REMEDIAL PLAN – RADIO.
- 42 -
80
CHAPTER 9
CHP 157E
COMMUNICATIONS TRAINING OFFICER PROGRAM (CTP)
PERFORMANCE LOG
MODULE A – SERVICE DESK
AND
MODULE B - RADIO
1. GENERAL.
a. Background. The Performance Log is a month-at-a-glance of the ratings
given a trainee in all Critical Task on each CHP 157, Daily Observation
Report, (DOR). The form provides a list of Critical Tasks along with a
slot for each rating received that is reflected on the trainee’s DOR and
corresponds with their individual daily performance.
b. Objective. This is a tool which is utilized by the Golden Gate
Communications Center (GGCC) Training Program to assist the Training
Supervisor and Communications Training Officer (CTO) with tracking
the trainee’s daily DOR ratings as well as any anomalies, also known as
Limbo Days (trainee out sick, on a ride along, removed from training due
to staffing shortages, etc.). The ability to track limbo days is imperative
when calculating actual training time received by the trainee. The
Training Supervisor must ensure that all DORs are turned in timely and
trainees receive a minimum of 120 hours of one-on-one training with a
trainer in Module A, Service Desk, and 170 hours in Module B, Radio.
i. A poorly documented Performance Log does not typically
provide an accurate accounting of the number of days a trainee
received training, the ratings, any limbo days, and whether any
DORs are missing within a Module training cycle. Missing DORs
can be problematic if a trainee’s performance falls below Meets
Performance Standards.
ii. A well-documented Performance Log does provide an accurate
accounting of the number of days a trainee was trained, their
ratings, whether any DORs are missing, and reflects any limbo
days used within that Module training cycle.
- 43 -
81
2. CHP 157E, PERFORMANCE LOG, MODULE A, SERVICE DESK OR
MODUBLE B, RADIO - POORLY DOCUMENTED.
- 44 -
82
3. CHP 157E, PERFORMANCE LOG, MODULE A, SERVICE DESK OR
MODUBLE B, RADIO - WELL DOCUMENTED.
- 45 -
83
CHAPTER 10
COMMUNICATIONS TRAINING PROGRAM (CTP)
GOLDEN GATE EMPLOYEE TRAINING GUIDE
1. GENERAL.
a. Background. The Golden Gate Employee Training Guide establishes
training timeline expectations for trainees. The Communications
Training Officer (CTO) will gain a better understanding of how their
trainee should be progressing each week throughout the training cycles
and each Module.
b. Objective. Creates for CTOs a viable training expectation timeline for
trainees. This can be subjective based on the instructional abilities of the
CTO and the learning aptitude of the trainee. Ideally, this training tool
assists CTOs in modifying their instruction so trainees can meet required
milestones at predetermined points during training.
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84
Employee Training Guideline Note: “Guidelines” are included primarily for the use of the trainee, the
Communications Training Officer (CTO), the Shift Supervisors, and the Training Unit. They are included in this package to ensure that the trainee is aware of what is expected of them at all times.
Module A – Service Desk Training includes a minimum of three (3) one-on-one 120-hour training cycles. Prior to the trainee beginning second cycle of training, the California Law Enforcement Telecommunications System (CLETS) workbook must be completed. It would be wise to utilize a limbo day as an assigned day for the trainee to work on their CLETS workbook. Daily work assignment trades and shift trades will not be allowed until the completion of the probation period. The assignment of overtime will not be allowed until after the trainee has been released from service desk training.
MODULE A – SERVICE DESK 1st Week New Employee Orientation 2nd Week Initial Communications Training Academy – through Public Safety Dispatch Basic Course - Module A 4th Week ** Academy: Training Reports Daily 5th Week GGCC Classroom Training, Week 1 – Service Desk (Group Training) **Trainer: No Training Reports 6th Week GGCC Classroom Training, Week 2 – Service Desk (Group Training) **Trainer: No Training Reports 7th Week Service Desk Training – Cycle 1, Week 1 (One-on-One with trainer) **Trainer: Training Reports are due daily 8th Week Service Desk Training – Cycle 1, Week 2 (One-on-One with trainer) **Trainer: Training Reports are due daily
- 47 -
85
9th Week Service Desk Training – Cycle 1, Week 3 (One-on-One with trainer) **Trainer: Training Reports are due daily 10th Week Service Desk Training – Cycle 1, Week 4 (One-on-One with trainer) **Trainer: Training Reports are due daily Performance Log (CHP 157E) End of Cycle Report (CHP 157A) – Cycle 1 Guideline #1 By the end of the 10th week:
a. The trainee should demonstrate the ability to accept and apply the constructive criticism provided by the trainer and/or supervisor(s).
b. The trainee should have the telephone scripts provided through Module A
training committed to memory. c. The trainee should have knowledge of basic Computer Aided Dispatch
(CAD) log construction and be able to initiate and route a CAD incident log within an adequate time frame.
d. The trainee should be able to recognize and use the appropriate type
codes as it relates to traffic collisions, hazards and reckless versus drunk drivers.
e. The trainee should know the criteria for stolen vehicle reports and when
the incident requires the response of a field unit. f. The trainee should be able to process a lost/stolen plate report. g. The trainee should demonstrate the ability to complete a basic storage or
impound.
h. The trainee should have the ability to process a driver’s license check and locate the identification number, address and whether the license is valid.
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86
i. The trainee should demonstrate the ability to complete a license plate check and locate the registered owner, pending master file and leaser information, as well as year, make and vehicle identification number (VIN) of the vehicle or motorcycle.
j. The trainee should demonstrate the ability to utilize the BOLOS powerline command to enter individuals as hospitalized or arrested into the CAD database system, inclusive of entering and running parties.
k. The trainee should demonstrate proficiency of the Aural Brevity codes.
l. The trainee should comprehend the configuration of each area location
code and area prefix.
m. The trainee should be familiar with the counties within communications center’s jurisdiction and the CHP area offices responsible for such.
n. The trainee should be aware of the importance of Occupational Safety in
our daily operation and practice good safety habits, including proper adjustment of ergonomic equipment to meet his/her needs.
o. The trainee should demonstrate familiarity with VESTA and its functions.
p. The trainee should demonstrate the ability to research and retrieve in
“Incident Editor” filed incident logs.
q. The trainee should demonstrate the ability to summarize incidents working in each individual area.
11th Week Service Desk Training – Cycle 2, Week 1 (One-on-One with trainer) **Trainer: Training Reports are due daily 12th Week Service Desk Training, Cycle 2, Week 2 (One-on-One with trainer) **Trainer: Training Reports are due daily
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87
Guideline #2 By the end of the 12th week:
a. The trainee should demonstrate the ability to accept and apply the constructive criticism provided by the trainer and/or supervisor(s).
b. The trainee should be familiar with the local allied agencies within
communication center’s jurisdiction. c. The trainee should demonstrate familiarity of the CAD key functions,
Emergency Call Taking (ECT) Screen, and Incident Editor. d. The trainee should demonstrate basic knowledge of the bordering
communications centers and adjacent area offices.
e. The trainee should demonstrate basic knowledge of how to view areas when handling in-coming calls for service.
f. The trainee should demonstrate proficiency of the Aural Brevity codes.
g. The trainee should have basic knowledge of information necessary for in-
progress and/or moving incidents. 13th Week Service Desk Training – Cycle 2, Week 3 (One-on-One with trainer) **Trainer: Training Reports are due daily 14th Week Service Desk Training – Cycle 2, Week 4 (One-on-One with trainer) **Trainer: Training Reports are due daily Performance Log (CHP 157E) End of Cycle Report (CHP 157A) – Cycle 2 Guideline #3 By the end of the 14th week:
a. The trainee should demonstrate acceptance and applications of constructive criticism provided by the trainer and/or supervisor(s).
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88
b. The trainee should demonstrate proficiency of the Aural Brevity codes. c. The trainee should demonstrate proficiency of the CAD key functions. d. The trainee should demonstrate proficiency of the bordering
communications centers and area offices.
e. The trainee should demonstrate the ability to thoroughly research and locate a vehicle based on the party’s name when the license plate or vehicle identification numbers (VINs) are unavailable.
f. The trainee should be able to construct a CAD incident log in a timely and
sensible manner utilizing the appropriate GEO syntax with little assistance from his/her trainer.
g. The trainee should demonstrate the ability to research information
utilizing the “Incident Editor” function.
h. The trainee should demonstrate proficiency of the bordering communications centers and adjacent area offices.
i. The trainee should demonstrate proficiency with the VESTA and its
functions.
j. The trainee must demonstrate acceptance and application of constructive criticism provided by his/her trainer and/or supervisor(s).
k. The trainee should demonstrate the ability to compose a log accurately and promptly, utilizing appropriate CAD abbreviations that are commonplace for service desk and route to the appropriate radio with little to no assistance from his/her trainer.
15th Week Service Desk Training – Cycle 3, Week 1 **Introduction to Call Out, Text to 9-1-1, and ShotSpotter (One-on-One/Side-by-Side with trainer)
**Trainer: Training Reports are due daily 16th Week Service Desk Training – Cycle 3, Week 2
Introduction to Stolen Vehicle Desk, Stolen Vehicle System (SVS), and Certified Electronic Record Training System (CERT)
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(One-on-One with Trainer – 2 days at Stolen Vehicle Desk) Call Out at least once during the week (Side-by-side w/Trainer)
**Trainer: Training Reports are due daily 17th Week Service Desk Training – Cycle 3, Week 3
Call Out and Stolen Vehicle Desk once each during the week (Trainer side-by-side monitoring from afar) **Trainer: Training Reports are due daily 18th Week Service Desk Training – Cycle 3, Week 4
Call Out and Stolen Vehicle Desk once each during the week (Trainer monitoring from afar) **Trainer: Training Reports are due daily
Performance Log (CHP 157E) End of Cycle Report (CHP 157A) – Cycle 3 Call-Taking Checklist (CHP 157S)
End of Module/Final Evaluation (CHP 157D) Guideline #4 By the end of the 18th week:
a. Trainees should have received a basic overview of the CLETS, SVS, and CERT applications used. The trainee should demonstrate the ability to locate complete registered owner, leaser and pending master file records and release of liabilities, as well as the year, make and VIN of the vehicle.
b. The trainee should demonstrate the ability to complete a cellular
telephone trace.
l. The trainee should demonstrate proficiency with the BOLOS powerline command to enter individuals as hospitalized or arrested into the CAD database system, inclusive of entering and running parties.
c. , inclusive of entering and running parties.
d. The trainee should demonstrate familiarity with rotating tow trucks for
working incidents and utilizing the appropriate cancellation codes.
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e. The trainee should be familiar with the Wanted Persons System (WPS), as well as the information needed to process a local county warrant check and a criminal history.
f. The trainee should demonstrate proficiency of the Aural Brevity codes and abbreviations utilizing them appropriately in the composition of a CAD incident log.
g. Trainees must be cognizant of the numbers of the freeway systems handled by communications center and their directions of travel.
h. The trainee should be cognizant of the local allied agencies within communications center’s jurisdiction.
i. The use of the Thomas Guides, Compass Maps, and CAD Maps should be accurate, with little or no delay when looking up locations and/or beats.
j. The trainee should successfully demonstrate service desk skills, being able to work independently of their trainer.
k. Trainees must know radio frequency colors, area prefixes, area numbers, and position numbers in the operations floor.
l. Practical applications of CAD functions and typing skills must be demonstrated.
m. The trainee must demonstrate acceptance and application of constructive criticism provided by the trainer and/or supervisor(s).
n. The trainee must demonstrate basic knowledge of the Amber Alert Network and the ability to properly document and route the incident.
o. The trainee must demonstrate basic knowledge of the notification process to the shift supervisors, as well the California State Emergency Notification Tactical Alert Center (ENTAC).
p. The trainee must demonstrate basic knowledge of the waterways within
communications center’s jurisdiction.
q. The trainee must demonstrate the ability to perform a cross-directory check.
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r. The trainee should demonstrate proficiency in rotating tow trucks for working incidents and utilizing the appropriate cancellation codes.
s. The trainee should demonstrate the ability to maintain control of a
telephone conversation in a professional manner while extracting pertinent information and documenting a CAD incident log in a timely and sensible manner.
t. The trainee shall be evaluated by an Independent Evaluator (shift
supervisor) for release from service desk training.
u. The trainee may sign up for pre-planned voluntary overtime.
Training Reminders:
a. Service desk training consists of three cycles. Each cycle consists of 4 weeks, twelve 10-hour days, of one-on-one instruction. Once trainees return from the Academy Public Safety Dispatcher Basic Course, they receive 2 weeks of GGCC area-specific in-house training. All training days will be coordinated and tracked by one of the GGCC Training Program Supervisors. Each 4-week period, the trainee can be expected to have at least one limbo day which in turn will be used for introduction or re-introduction to policy and/or procedures, studying, ride-a-longs, sit-a-longs, etc.
b. An End of Cycle Report written by the trainer is required at the end of
each cycle of training. If the trainee is being rated unacceptable in any critical task, the situation and the trainee should be scrutinized very closely, keeping in mind that we have a possible candidate for remedial service desk training and/or rejection during probation. It is very important that the trainee being rated unacceptable, understands explicitly how crucial this rating is.
c. The trainer and trainee will meet at a minimum on a bi-weekly basis with
a training supervisor to discuss the trainee’s progression, as well as any issues and/or concerns which need to be addressed.
d. The trainee’s performance must be assessed by an independent
evaluator (shift supervisor) prior to being released from service desk training and available for independent operation on service desk. The evaluator will
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perform a 4 to 8-hour final evaluation. The evaluator shall complete the CHP 157D, Final Evaluation – Service Desk. Prior issuing the evaluation to the trainee, the evaluator shall provide the trainee with the results of their performance.
e. If the trainee shows deficiencies in one or more critical tasks (Rating 2 or
less) they will be placed in a remedial service desk training program. The program will be set up by the training supervisor. The program will pertain to each trainee’s individual deficiency or problem.
19th Week Service Desk Training
Call Out/Stolen Vehicle Desk at least once each during the week (Side by Side with Mentor) 20th Week Service Desk Training Call-out/Stolen Vehicle Desk at least once each during the week (Side by Side with a Trainer) 21st Week Service Desk (Independent Operation) 22nd Week Service Desk (Independent Operation) Guideline #5 By the end of the 20th week:
a. The trainee must demonstrate acceptance and application of constructive criticism provided by the trainer and/or supervisor(s) throughout their Service Desk training.
b. The trainee should maintain a basic knowledge of the beat structure and geographical knowledge of the Areas.
c. The trainee should be familiar with the FSP program as it relates to the
service desk.
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d. Trainee must have common abbreviations and Aural Brevity Codes must be committed to memory.
e. The trainee should demonstrate the ability to enter vehicle storages and
impounds into the Stolen Vehicle System.
Training Reminders:
a. Once a trainee begins Radio Training, the trainee should not be used to augment service desk staffing. Trainees need to be assigned to a radio four times a week during this portion of their training.
b. Each cycle of radio training consists of three cycles. Each cycle consists of fifteen days of one-on-one instruction. The first two days of Cycle 1 are limbo days. The number of training days will be tracked by the supervisor coordinating training. Each week, the trainee can be expected to have at least one limbo day which in turn will be used for introduction or re-introduction to policy and/or procedures, studying, ride-a-longs, sit-a-longs, etc. This limbo day may also be utilized for enhancement of service desk or stolen vehicle desk skills.
c. An End of Cycle Report written by the trainer is required at the end of each cycle of training. If the trainee is being rated unacceptable in any critical task, the situation and the trainee should be scrutinized very closely, keeping in mind that we have a possible candidate for remedial service desk training and/or rejection during probation. It is very important that the trainee being rated unacceptable, understands explicitly how crucial this rating is.
EMPLOYEE TRAINING GUIDELINE
Note: “Guidelines” are included primarily for the use of the trainee, the
Communications Training Officer (CTO), the Shift Supervisors, and the Training Unit. They are included in this package to ensure that the trainee is aware of what is expected of them at all times.
Module B – Radio Training includes a minimum of three (3) one-on-one 170-hour training cycles. Cycle 1 and 2 consist of 10-hour days and four (4) Limbo days to complete additional classroom/on-line training, go on Ride Alongs, and work service desk. Cycle 3 consists of 12-hour days.
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Daily work assignment trades and shift trades will not be allowed until the completion of the probation period. The assignment of overtime will be is authorized in accordance with GGCC Standard Operating Procedures since the trainee has been released from service desk training.
RADIO 1st Week Initial Communications Training Academy – Module B through ** Academy: Training Reports Daily 2nd Week 3rd Week GGCC Classroom Training, Week 1 – Radio (Group Training) **Trainer: No Training Reports 4th Week Radio Training – Cycle 1, Week 1 (One-on-One with Trainer) Radios: Violet and Pink **Trainer: Training Reports due daily 5th Week Radio Training – Cycle 1, Week 2 (One-on-One with Trainer and a Limbo Day) Radios: Amber and Emerald **Trainer: Training Reports due daily 6th Week Radio Training – Cycle 1, Week 3 (One-on-One with Trainer) Radios: Maroon, Bronze, Aqua/Khaki **Trainer: Training Reports due daily 7th Week Radio Training – Cycle 1, Week 4 (One-on-One with Trainer and a Limbo Day)
Radios: Ruby, Turq/Grp (Split Violet/Turq or Maroon/Grp) **Trainer: Training Reports due daily 8th Week Radio Training – Cycle 1, Week 5 (One-on-One with Trainer, and a Limbo Day)
Radios: Turquoise/Grape, Violet, and Pink
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**Trainer: Training Reports due daily Performance Log (CHP 157E) End of Cycle Report (CHP 157A) – Cycle 1
Guideline #7 By the end of the 8th week:
a. The trainee must demonstrate acceptance and application of constructive criticism from the trainer and/or supervisor(s).
b. The trainee should demonstrate the ability to add and delete field
units, as well as modify their beat priority.
c. The trainee should be familiar with each area and their beat structure, as well as demonstrate an understanding of the unit designators and unit identifier configurations.
d. The trainee should have the basic CLETS inquiry formats for driver’s
license and/or license plate checks memorized and utilize them appropriately.
e. The trainee should be able to locate information provided on a CHP
180 and determine actions necessitated to enter the vehicle into SVS.
f. The trainee should demonstrate the ability to send a contact message for the Supervised Release File.
g. The trainee should demonstrate the ability to locate and return basic
information on a driver license and/or license plate check. h. The trainee should demonstrate the ability to relay stolen vehicle
information to field personnel.
i. The trainee should be familiar with the AVTEC radio functions and how to select and/or assign primary and secondary frequencies to specific radio consoles.
j. The trainee should be familiar with which notifications need to be
made to supervisors, as well as ENTAC.
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k. The trainee should understand the importance of broadcasting specific hazards for motors.
l. The trainee should demonstrate the ability to prioritize pending
incidents, as well as radio traffic from field personnel.
m. The trainee should have their telephone logged while working the radio, but at this stage of training there is no expectation he/she will be handling incoming calls.
n. The trainee should be familiar with the resource books available at
the radio positions.
o. The trainee should demonstrate the ability to Signal 10-11 and clear the frequency appropriately.
9th Week Radio Training – Cycle 2, Week 1 (One-on-One with Trainer) Radios: Amber and Emerald
**Trainer: Training Reports due daily
10th Week Radio Training – Cycle 2, Week 2 (One-on-One with Trainer and a Limbo Day) Radios: Violet, Pink, Amber, and Emerald **Trainer: Training Reports due daily Guideline #8 By the end of the 10th week:
a. The trainee should demonstrate acceptance and application of constructive criticism from the trainer and/or supervisor(s).
b. The trainee should demonstrate proficiency with the AVTEC radio
functions and how to select and/or assign primary and secondary frequencies to specific radio consoles.
c. The trainee should be familiar with patching frequencies, including
how to initiate a patch and what its primary function is.
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d. The trainee should demonstrate knowledge of area beat structures, unit designators and unit identifier configurations within communications center’s jurisdiction.
e. The trainee should consistently utilize the basic CLETS inquiry
formats for driver’s license and/or license plate checks appropriately.
f. The trainee should demonstrate a working knowledge of the CLETS systems and applications used. The trainee should be aware of the responsibilities of the Stolen Vehicle Desk, as well as the reference material available.
g. The trainee should demonstrate familiarity with reading and returning
warrant information.
h. The trainee should demonstrate retention of incidents which are transpiring on their radio.
i. Toward the end of this cycle, the trainee will be introduced to
answering incoming calls on the Sergeants/Allied line when the radio is not busy.
11th Week Radio Training – Cycle 2, Week 3 (One-on-One with Trainer)
Radios: Maroon and Bronze **Trainer: Training Reports are due daily 12th Week Radio Training – Cycle 2, Week 4
(One-on-One with Trainer and a Limbo Day) Radios: Ruby or Aqua/Khaki and Turquoise/Grape (Violet/Turquoise, or Maroon/Grape)
**Trainer: Training Reports are due daily 13th Week Radio Training – Cycle 2, Week 5
(One-on-One with Trainer) Radios: Ruby or Aqua/Khaki and Turquoise/Grape (Violet/Turquoise, or Maroon/Grape)
**Trainer: Training Reports are due daily Performance Log (CHP 157E) End of Cycle Report (CHP 157A) – Cycle 2
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14th Week Radio Training – Cycle 3, Week 1 (One-on-One with Trainer) Radios: Master 2 and Relief 1 **Trainer: Training Reports are due daily
15th Week Radio Training – Cycle 3, Week 2 (One-on-One with Trainer)
Radio: Relief 2 and Master 1 **Trainer: Training Reports are due daily Guideline #9 By the end of the 15th week:
a. The trainee’s typing skills on the CAD system must be at a level that enables the trainee to perform multiple functions simultaneously.
b. The trainee should be familiar with the information contained within
the reference materials at each console, and a basic knowledge of how to research and interpret information.
c. The trainee should have their telephone available for incoming calls
for service and answer them when the radio is not busy. d. The trainee should maintain a working knowledge of FSP jurisdiction,
responsibilities and hours of operations. e. The trainee should demonstrate proficiency of Aural Brevity Codes,
common CAD abbreviations, common vehicle makes and models, as well as proper color codes.
f. The trainee should be able to quickly process a license plate check
and identify the transaction processing conditions (RIP, TIP or SIP), as well as be familiar with common Report of Deposit of Fees Reason codes.
g. The trainee should demonstrate familiarity with the Wanted Persons
System, Restraining Order System, Supervised Release File, Missing / Unidentified Persons System.
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h. The trainee should demonstrate ability to read and return warrant information.
i. The trainee should understand the importance of answering 9-1-1
and allied agency telephone calls at the radio.
j. The trainee should be familiar with the function of Master 1 and its responsibilities.
Training Reminders:
a. An End of Cycle Report written by the trainer is required at the end of each cycle of training. If the trainee is being rated unacceptable in any critical task, the situation and the trainee should be scrutinized very closely, keeping in mind that we have a possible candidate for remedial radio training and/or rejection during probation. It is very important that the trainee being rated unacceptable, understands explicitly how crucial this rating is.
b. The trainer and shift supervisors are responsible for valid
documentation to substantiate any and all ratings. 16th Week Radio Training – Cycle 3, Week 2/3 Radios: FSP 1 and FSP 2
(One-on-One with Trainer – two days) **Trainer: Training Reports are due daily 17th Week Advanced Radio Training
Radio Training – Cycle 3, Week 3 Radios: Pink, Amber, Emerald or Bronze
(Independent Operation – Side by Side with Trainer) **Trainer: Training Reports are due daily
18th Week Advanced Radio Training
Radio Training – Cycle 3, Week 4 Radios: Maroon, Ruby, Turquoise/Grape (Violet/Turquoise or Maroon/Grape), and Aqua/Khaki
(Independent Operation – Side by Side with Trainer) **Trainer: Training Reports are due daily
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19th Week Advanced Radio Training Radio Training – Cycle 3, Week 4/5
(Independent Operation – Side by Side with Trainer) Radios: Aqua and Ruby **Trainer: Training Reports are due daily 20th Week Advanced Radio Training
Radio Training – Cycle 3, Week 5 (Independent Operation – Side by Side with Trainer) Radios: Turquoise/Grape and Aqua/Khaki or Ruby
(Evaluation/Shift Supervisor – Conducts final Radio Evaluation) **Trainer: Training Reports are due daily
Performance Log (CHP 157E) End of Cycle Report (CHP 157A) – Cycle 3 Call-Taking Checklist (CHP 157R)
End of Module/Final Evaluation (CHP 157C) 21st Week Radio (Independent Operation) 22nd Week Radio (Independent Operation)
Guideline #10 By the end of the 20th week:
a. The trainee should demonstrate the ability to work unassisted on any administrative shift assignment.
b. The trainee should demonstrate proficiency in the use of the CAD
GEO Maps, CAD Latitude/Longitude function, Google maps, and as well as reference maps at each radio console.
c. The trainee should demonstrate the ability manage multiple priorities
simultaneously.
d. The trainee should make effective use of air time while providing the field units with complete information, repeating their radio traffic and documenting it appropriately.
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e. The trainee demonstrates knowledge of CHP pursuit policy and use of air support.
f. The trainee should be released from training status by this time.
Once the trainee has been released, he/she shall be administratively assigned.
Training Reminders:
a. Use HPM 60.5, Communications Training Manual, Annex G, as a resource when needed.
b. If the trainee shows deficiencies in one or more critical tasks (Rating 2
or less) they will be placed in a remedial radio training program. The program will be set up by the shift supervisor. The program will pertain to each trainee’s individual deficiency or problem.
c. Module A is twenty (20) weeks of a trainee’s probationary period and
is considered Formal Service Desk Training Period. It is inclusive of three (3) weeks of Academy Training, two (2) weeks of area-specific classroom instruction at the communications center, and twelve (12) weeks of one-on-one and side by side training at the service desk. This timeframe includes two (2) days of Call Out training, two (2) days of Stolen Vehicle Desk training. At the end of this training period, the employee should be at a satisfactory (Rating 3) performance level in service desk operations. The trainee will work up to four (4) weeks of independent operation prior to moving to the next module of training.
d. Module B is twenty (20) weeks of a trainee’s probationary period and
is considered Formal Radio Training Period. It is inclusive of two (2) weeks of Academy Training, one (1) week of area-specific classroom instruction at the communications center, and eighteen (18) weeks of one-on-one and side-by-side training at the radio. At the end of this training period, the employee should be at a satisfactory (Rating 3) performance level in all critical tasks.
e. The remaining nine (9) weeks is for enhancement of the trainee’s
performance level prior to completing their probation period. During this period trainees will be administratively assigned to a shift and
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regular days off. Daily work assignment trades and/or shift trades will not normally be allowed, until completion of the probationary employee has worked each radio position, Call Out and the Stolen Vehicle Desk twice.
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103
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