Richard Whitehead & Associates LLC
Professional Public Safety Services
Select the course you are interested in to
read more about it.
Brochures are available in pdf. format by clicking here.
Train the Trainer Training
There are a lot of imitations but ONLY ONE like this! Which is why numerous agencies use us exclusively to train their FTO's and Supervisors. ~ It's not about the mechanics its about the job ~
Building ProfessionalismInvestigative TrainingLeadership Training
Leadership Training~ The Key in Deception Detection…For New Supervisors & FTO's~ Case investigation from start to finishFor Mayors, Councils, Commissioners, Chiefs, DirectorsAdvanced Field Training Officer and Program Administrators Course40 - hours / 4 - days
40 - hours / 4 - daysRationale: The field-training experience can be the most important aspect of a trainee’s career. This interactive, 40-hour course is designed to assimilate officers into the role of becoming professional field training officers, supervisors, or administrators. The course covers the history of field-training programs, job task analysis, field-training manual development, roles and responsibilities of the FTO, trainee and department, the learning process, conflict resolution, ethics, training / evaluation techniques, policy development, case law, and proper documentation techniques. The dual track of this course offers something different to attendees depending on rank.
This interactive course is designed to enhance the skills of professional field trainers while incorporating supervisors of all levels into their position of oversight or supervision of a program.
This is accomplished through dual methods of training occurring simultaneously. The course covers training and evaluation techniques, personalities, learning styles, ethics, instruction methods, leadership styles, mentoring, program and policy development, case law trends, and documentation requirements. Practical exercises refine the participants understanding of their importance in the field-training program.
This course is not centered on the mechanics of a particular program. Regardless of your FTO program; this course is highly beneficial for your FTO’s and Administrators by refining their understanding of the awesome responsibility of their roles.
Administrators desiring to update, revise or build a new field-training program will find this course beneficial.
OBJECTIVES: The student will be able to:
- Define the history of field-training programs;
- List important elements of a field-training program;
- Define the difference of training and evaluation in a field-training program;
- Identify the steps needed to complete a task analysis;
- List training categories commonly derived from a job task analysis and included in the field-training manual;
- Have a working knowledge of training process and their role as a field trainer;
- Identify the characteristics of a Field Training Officer;
- Identify the responsibilities of the trainee, trainer and administrator regarding their roles in the field-training program;
- Identify the elements involved in the communication process;
- Define the basic principles of the learning process;
- Identify the roles of the field-training officer;
- Identify solutions to problems that arise in field training programs, specifically with trainees;
- Identify the components that make up the situational leadership model;
- Identify the four leadership styles of the Managerial Grid Leadership Model and classify the characteristics of each;
- Identify the seven links to civil liability, and;
- Properly document various training and evaluation scenarios preformed by a trainee.
Target Audience: Peace Officers, Fire, EMS, and Communications personnel desiring or selected to train new hires. Managers and Administrators responsible for the FTO program.
Approved:TCLEOSE 3702 ID POSTWA CJTC
TCLEOSE 3702 ID POSTWA CJTC Forensic Statement Analysis10 - hours / 1 - day
10 - hours / 1 - dayIs a tool that is highly effective in the detection of deception and the identification of hidden information in a person’s written or spoken statements. The analysis involves critically examining the word choice, structure, and content of a person’s statement to determine whether it is truthful or deceptive. As people intentionally attempt to be deceitful subconsciously they use different words, phrases, statement structure, and content in their statements.
Research by experts in the fields of language, psychology and deception detection has led to the identification of these trends in language that are referred to as "linguistic signals". Using Investigative Statement Analysis (series of eight layered techniques) you will identify these linguistic signals that differentiate deceptive statements from truthful ones as your suspect subconsciously reveals information they did not intend for you to know. This course is very interactive with significant hands-on, statement analysis practice.
This IS NOT Handwriting Analysis.
Objectives: The student will be able to:
- Recognize a valid statements and how to collect them;
- List the two step process required for analysis;
- List the parts of speech that are used during analysis;
- List the importance of balance of a statement;
- Be able to identify “Linguistic Signals”;
- Conduct an analysis of a written statement;
- Develop a basic ability to interpret the results of an analysis, and;
- Produce investigative questions derived during analysis, using the suspect’s words against them, compelling them to confess.
Target Audience: This course is designed for those assigned to an investigative function (Detectives, Arson, PI) but is very popular at the patrol and dispatch level as well.
Approved:TCLEOSE 3200ID POSTWA CJTC
TCLEOSE 3200ID POSTWA CJTC Instructor Certification/Development Course40 - hours / 5 - days
40 - hours / 5 - daysRationale: Students will receive theory and practice in the learning process, learn to write learning objectives, develop teaching materials, and develop lesson plans. This is a very hands-on, intensive course and students should be prepared to do some work as homework.
A laptop computer along with skills in MSWord and MSPowerPoint are a must!
OBJECTIVES: The student will be able to:
- List the information needed for self introduction to the class.
- List the teaching performance requirements for successful completion of this course.
- List the course requirements for attendance and participation.
- List potential liability factors associated with instructor responsibilities.
- Define the term "learner”.
- Compare and contrast the adult learner with the youth learner.
- Identify the characteristics of the teaching-learning process.
- Define the term “instructor”.
- Define and describe the teacher-learner relationship.
- Describe the optimum conditions for efficient adult learning.
- Define the term “cognitive” learning.
- Define the term “psychomotor skill”.
- Define the term "affective” learning.
- List at least two (2) examples of topics that are more effective in the cognitive mode.
- State the interrelationship among the three (3) modes of learning.
- List the instructor factors that affect the learning process.
- List the physiological factors that affect the learning process.
- List the psychological factors that affect the learning process.
- List two (2) "experiential factors” of the learner.
- List four (4) "readiness factors” of the learner.
- List six (6) environmental factors that affect the learning process.
- Identify the three elements of the preparation phase.
- Identify the three (3) elements of the presentation phase.
- Define the application phase.
- Explain how the application phase is used to reinforce cognitive learning.
- Explain how the application phase is used to reinforce psychomotor/skill learning.
- Define the evaluation phase.
- List the three (3) elements of the evaluation phase.
- Define the term “learning goal”.
- Define the term “learning objective”.
- Identify at least three(3) reasons for using learning objectives.
- Identify the three (3) components of a learning objective.
- Select action verbs that are appropriate for properly stating learning objectives.
- Write at least three properly stated learning objectives.
- Define the importance and purpose of the lesson plan.
- Discuss the components of a properly prepared lesson plan.
- List the general stages in lesson plan development.
- Name the types of lesson plan formats.
- List the four types of sequencing structures that help in organizing and planning the lesson.
- Summarize the major points of lesson plan development and function.
- Discuss at least three (3) methods of instruction.
- List five (5) facts to consider when choosing a method of instruction.
- Discuss the techniques used to reinforce learning.
- Define the purpose of evaluation.
- Define learning evaluations (test).
- Differentiate between objective and subjective testing.
- Compare and contrast at least three types of evaluative testing methods.
- Discuss the four (4) basic considerations utilized when writing a test question.
- Discuss how learning objectives apply to constructing test questions.
- Define the term, “instructional media".
- State at least three (3) reasons for using instructional media.
- List at least three (3) characteristics of effective instructional media.
- Identify the basic instructional aids and equipment used in training.
- Discuss the advantages and disadvantages of the instructional aids and equipment.
- Demonstrate proper usage techniques for instructional aids in their presentation.
- List at least two (2) misuses of instructional media.
- Prepare and use at least two (2) types of instructional aids.
- Prepare lesson plans, either in or out of the classroom, to include learning objectives and instructional aids in preparation for student teaching presentations.
- Discuss a topic selected by the instructor.
- Extemporaneously discuss the topic within a specified time limit.
- Implement all five (5) phases of instruction during the presentation.
- Select a topic subject to instructor approval.
- Present a lesson from a prepared lesson plan with a specified time limit.
- Implement all five (5) phases of instruction during the presentation
- Prepare and use at least one (1) instructional aid during the presentation.
- Develop an evaluation based on the learning objectives of the lesson.
- Select a criminal justice related topic subject to instructor approval.
- Present a lesson from a prepared lesson plan within the specific time limit.
- Prepare and use at least two (2) types of instructional aids during this presentation.
- Implement all five (5) phases of instruction during the presentation.
- Develop an evaluation based on the learning objectives of the lesson
Target Audience: Peace Officers desiring to or selected to train in the classroom environment.
Course Prerequisites: Peace Officer, Laptop computer, Basic knowledge of MSWord and PowerPoint.
Leadership 101/New SupervisorPOST 16 - hours / 2 - days TCLEOSE version is 3 days
/New SupervisorPOST 16 - hours / 2 - days TCLEOSE version is 3 daysSpecifically designed to strengthen skills and overcome the challenges that inhibit confidence and responsibility in supervision. Our Leadership 101 course is proven in ‘real-world’ environments.
Target Areas:
- Confidence
- Ethics
- Respectful Leadership
- Motivation Communication (verbal and non-verbal)
- Leadership Styles
- Strategic Planning
- Team Motivation
- Collaborative Skills
- Conflict Resolution
- Group Dynamics
- Decision Making
- Organization
- Liability
- Morale
- Documentation
This interactive course uses immersion techniques to encourage members through discussions, memorable exercises, and scenarios. Creating a new understanding, appreciation, and energy in fulfilling their role as a trustworthy and influential Leader.
Approved:TCLEOSEID POSTWA CJTC
TCLEOSEID POSTWA CJTC Building Public Safety Relationships for the Public Good8 - hours / 1 - day
8 - hours / 1 - daySYNOPSIS: When it comes to large incidents, it’s important that everyone works together as a team and that management of the scene is well-coordinated. This happens best when there are strong relationships and understanding of roles prior to the event. However, incident management can struggle or even fail when one agency tries to do too much or when responders are unaware of how others fit into the overall picture.
This course aims to provide guidance and examples on how communities can build a “team” mindset in order to better handle anything that may arise in order to save lives, save money and save face! This course will be a mix of team-oriented discussion and review of prior incidents and random scenarios, and students will leave with an initial plan of action for their own community.
Topics Include:
•How to Build a Culture of Cooperation
How to Build a Culture of Cooperation•Exploring the “Toolbox” of Response
Exploring the “Toolbox” of Response•Expanding Collaboration Past Natural Disasters
Expanding Collaboration Past Natural Disasters•Sustaining the Movement Course Length: 6 Classroom Hours Recommended Participants:
Sustaining the Movement Course Length: 6 Classroom Hours Recommended Participants:•Law Enforcement
Law Enforcement•Fire Service
Fire Service•Emergency Management
Emergency Management•Public Health
Public Health•911 Dispatch
911 Dispatch•Public Works
Public Works•Elected Officials
Elected OfficialsInternal Affairs Investigator
Pre-hire Background Investigator
TRAINING
