Chapter 2

INSTRUCTOR MATERIALS

Introduction

This chapter represents the compilation of suggestions and ideas developed by several working FTO's, FTO Course instructors, FTO program coordinators, and other experts in related areas.

How to Use The Instructor Materials

The 12 video scenarios have been broken into four sets: Set A, Set B, Set C, and Set D. There is one section dedicated to each scene. The scene sections may include:

1. Information regarding the intention of the scene when it was designed,
2. Warnings about potential volatile issues,
3. Suggestions for facilitating discussion(s), including suggested questions,
4. Suggestions for documentation exercises,
5. Other ideas for the use of the footage,
6. Information about what happened when filming a particular scene (which may explain problems), and
7. Space to include other ideas and notes.

The hope is that you, the instructor, will find some of the ideas useful. You are encouraged to develop and document your own ideas and to keep them with the appropriate scene sections. The last section of this chapter has suggestions and ideas for setting up the final exercise for all of Set D.

Other Use of Video Footage

The footage itself has been designed for easy editing. For example, there are "black holes" (fading to black and staying black with no sound for at least one second) throughout the program. The reason for this is to make it easy for you, the instructor, to cut and paste the footage based on your needs.

Time Code Log

The following portion is a complete time code ("clock code") log. It lists each scene and can be useful in locating and determining the length of each scene. Warning: The code numbers may vary by a few seconds based on the equipment used.

SET A

Potential Discussion Issues and Exercise Considerations:

1. This first scene is carefully gone over by the moderator. [Note: This is the only scene where the moderator carefully walks the viewer through the process.] From this point on, the moderator introduces each scene and runs through the performance ratings only.

2. General Discussion - Search Techniques. This would be a good time to encourage your students to try and not be distracted by the way the officers are doing things. Encourage your students to not be impacted by unseen tactical techniques, poor acting, and anything else that would keep them from paying attention to the scenario.

3. General Discussion - Getting Information. Do your class members notice that the Trainee simply greets the security person/RP, and the person/RP begins telling everything? When your student rated the "interview skills", did the student notice that the Trainee did not have to ask many questions?

Question to Students: "How would you decide what rating to give a trainee who did very little to get the necessary information or who ot lucky in getting necessary information?

4. General Discussion -Approaching the Business. Did anyone in your class find problems with the way the Team approached the business (location of vehicle, how they exited their vehicle, how they approached the store, etc.)?

5. Idea. Complete your own version of a citation and leave the "court date" box empty. Pause the film at the point where the FTO is looking over the citation. Hand out your incomplete cite. Have your class look at the citation and see if they notice the missing court date.

6. General Discussion -Leaving out information on a citation.

Question to Students: "Which mistakes are more critical if left off a citation?" "Would you give a trainee a "1" if the court date was left off?" Some jurisdictions might dismiss a case if the court date is missing, thus justifying the "1" rating.

7. Idea. Have a general discussion about the style of the FTO in the evaluation process. Brainstorm the positive and negative aspects of the style used by the FTO in the film.

8. Exercise. Have the students that rated the trainee with any score of one or two complete some sort of documentation exercise explaining the "unacceptable rating." For example: it would be relatively simple to document a low score in "Officer Safety - Suspects/Prisoners" because the trainee forgot to search the already handcuffed suspect.

Training Point: Even handcuffed suspects can be deadly!

9. General Discussion-How did the first one go? This would be a good opportunity to discuss and clarify any other issues.

10.

11.

Potential Discussion Issues and Exercise Considerations:

1. General Discussion - Search Techniques. This would be another opportunity to encourage your students to try and not be distracted by the way the officers enter the room, make the arrest, and any other things that cause distraction. Encourage your students to not he impacted by unseen tactical techniques, poor acting, and anything else that would keep them from paying attention to the scenario.

2. General Discussion - Domestic Violence Calls. This scene is not meant to represent ALL of the complicated issues that are part of domestic violence.

Question to Students: "What are the kinds of domestic violence issues that were not covered in the video scenario?" "What are the kinds of domestic violence issues that trainees have the most difficulty with?"

3. INTERVENTION: This was a scene where the FTO had to intervene when the trainee was being yelled at and physically approached by the suspect.

Question to Students: "What are some considerations an FTO would make before intervening in a law enforcement contact?"

4. General Discussion - Verbal Testing. The FTO runs the Trainee through verbal testing about the domestic violence call while they are responding to the call.

Question to Students: "What kind of situations come up where verbal testing trainees is useful and appropriate?"

5. General Discussion - Verbal Testing. In this scene, the trainee does well with verbal testing. The trainee then made mistakes by not doing some of the things he said he was planning to do when he was verbally running through how to handle the call.

Questions to Students: "How would this be addressed?" "How would this be documented?"

Possible Exercise: Have students document these issues (i.e. student can verbalize what needs to he done, yet begins to forget when under the pressure of the real-life situation).

6. General Discussion - Hand on the gun going into the contact.

Question to Students: "Does anyone have a problem with the trainee walking into the room with his hand on the gun?" "The FTO enters with his hand on the gun, then adjusts to a different 'ready position;' any thoughts and comments?"

7. General Discussion - Terminology. This is the first scene where the terms "take on" or "taking on" are used by these officers. Apparently these terms are common for San Francisco Police Department and refer to "making contact with a suspect." The terms are also used in Scenes B-3 and C-2.

Question to Students: "What terms do you use that are specific to your agency or area?"

8. Exercise: Have the student complete some sort of documentation exercise in this situation where the rating score was one or two (explain the "unacceptable rating").

9. General Discussion - Scoring. Why, if a "3" is an "unacceptable" rating, are categories 17, 21, 22, and 23 all scored at "1" or "2", and not a "3"? Do the course students agree?

10.

11.

Potential Discussion Issues and Exercise Considerations:

1. General Discussion -Traffic Stops For Traffic Violations. This scene was designed to represent the traffic stop for a minor traffic violation.

Question to Students: "How would you address the 'myth' of the 'routine stop' with a new trainee?"

2. General Discussion - Failure to Yield. In this scene, the driver who commits the violation takes an unusually long time to stop.

Question to Students: "When does a traffic stop turn into a 'failure to yield' situation?" "How would it impact officer safety?" "How would you teach the concepts to a new trainee?"

3. General Discussion - Peace Officer Positioning. Although it is not clear, it is the intention of the FTO to stand to the rear of the violator's vehicle during the Trainees conversation and contact with the violator. This is unclear because of the poor camera angle.

Training Point: Generally, the FTO should not be sitting in the patrol car while the trainee is making contact with a minor traffic violator.

4. General Discussion - Officers Seated in Patrol Vehicle. There will no doubt be objections from students about the position of the Team in the vehicle while the trainee is filling out the citation. This could be an opportunity to ask the student what they do, why they do what they do, and how they teach trainees about positioning and officer safety during a traffic stops.

5. Idea: Complete your own version of a traffic citation and this time complete all the information, including the "court date box." Pause the film at the point when the FTO is looking over the cite. Hand out your version of a completed citation. Have your class look at the cite and review and rate it. Remember, there should not be any mistakes or empty boxes on the cite for this scene. See if they still find fault with it.

6. General Discussion-Dispatch. Some agencies are not able to get dispatched information as quickly as demonstrated in this scene. Discuss ways to teach trainees to call for information and make sure they have the time, while maintaining safety, to receive the desired information.

7. Exercise: Have the student complete some sort of documentation exercise in the situation where the rating score was one or two (explain the "unacceptable rating").

8.

9.

SET B

Potential Discussion Issues and Exercise Considerations:

1. General Discussion-Training Program for Lateral Transfer.

Question to Students: "What are some of the issues that are common to the field training program for laterals?" "List the positive and the negative issues."

2. Idea: Use the footage starting at 23 minutes and 15 seconds into the film and ending 25 seconds later. This scene can be used as special purpose footage as a lead into discuss lateral transfer "trainees" and the "lateral attitude."

3. General Discussion -District Orientation Skills. Have a class brainstorming session on ways to improve district orientation skills.

4. General Discussion - Location of Patrol Vehicle When Arriving at Call. Some law enforcement agencies are having problems with ambush situations. These agencies have adjusted officer safety tactical training and policies to include revised approach tactics and vehicle parking positions.

Questions to Students: "Did anyone have a problem with where the Team parked?" "Does the class feel the Team parked in an un-safe location and was an officer safety error?" "Why or why not?"

5. General Discussion - Develop a Plan. The Team could have been developing a plan prior to the call. Instead, the FTO let the trainee drive around and finally admit he was lost.

6. Idea: Conduct a classroom exercise showing a completed burglary report. Have the students review the completed report and rate all of the appropriate report writing performance skills on the full DOR including numbers 12, 13, 14, and 15. ALSO, you, the instructor, can pre-determine the amount of time it took for the trainee to complete the report (positive or negative) and include "completion time" as an additional issue (#15).

[Note: This program does not provide practical exercises for these behavior categories. This would be one of the few opportunities to facilitate a practical exercise in report writing.]

7. Idea: Ask the students how they would rate the driving of the trainee since they saw so much of it while the trainee was lost. Driving was not discussed during the evaluation stage.

8. General Discussion - Documented Need for Training. Ask the students how they would document the need for training (as revealed in the Evaluation).

Question to Students: "What are some examples of how you would help the trainee in their interviewing skill development?"

9. Exercise: Have the student complete some sort of documentation exercise in the situation where the rating score was one or two (explain the "unacceptable rating").

10.

11.

Potential Discussion Issues and Exercise Considerations:

1. General Discussion - Developing Information. In this scene the trainee greets the injured RP/Victim and allows the person to talk on and on. This is in sharp contrast to the Shoplifter-In-Custody scene in the first set where the reporting party provided information specific to the crime.

Question to Students: "How do you get trainees to interrupt the 'talker' so that key information can be gained quickly?"

2. INTERVENTION: The FTO had to intervene in this scene. Discuss intervention in general. Discuss examples of other situations where an intervention is necessary. Discuss how to document interventions, include ways students have been able to effectively turn situations around, and finish with the trainee learning a great deal from the experience.

3. General Discussion - Touching. The FTO intervenes by putting his left hand on the Trainee's shoulder to stop the "active listening" session and to start the process of gaining information.

Question to Students: "How can the use of the physical touch or physical contact impact a contact?" "How do you develop each trainee's use of appropriate touching?"

4. General Discussion - FTO Attitude. Have a general discussion about the correct profile or attitude displayed by the FTO, especially when he/she has had to intervene.

Question to Students: "The FTO is VERY POSITIVE during the evaluation portion of this scene…should he have been?"

5. General Discussion -Documented Need For Training. Ask the students how they would document the need for training (as revealed in the Evaluation).

Question to Students: "What are some examples of how you would develop the interview skills of a trainee?"

6. Exercise: Have the student complete some sort of documentation exercise in the situation where the rating score was one or two (explain the "unacceptable rating").

7.

8.

Potential Discussion Issues and Exercise Considerations:

1. General Discussion - Officer Safety! Initiate a general discussion about officer safety including waiting for cover units to arrive (not obvious in film), approaching a hunched-over "fleeing" suspect and any other issues brought up by your students. You can add brain-stormed issues to the list of behaviors to evaluate.

2. Exercise: Ask the class how they would document the improvement of this trainee on Performance #11- Orientation/Response Time To Call. Remember, the trainee got lost in the first scene, Scene B-l. In this scene, it's obvious the trainee has been studying the area and preparing, to the point where he knew the area where the auto burglaries were located, and he demonstrated preparation for handling the call. Have the student practice documenting this positive change.

3. General Discussion -Terms Used. This is the second example where the FTO used the terms "Taking on a Subject," and, in fact, he said it over the radio. Again, in San Francisco, many of the officers use these terms when approaching contacts.

Questions to Students: "What are some of the terms you use out on the street?" "Do you have a problem with terms used in this scene?" "Why or why not'?"

[Note: During filming, we asked the officers if they'd try using other more contemporary terms. They said they were more comfortable wit the terms they use on the street.]

4. Exercise: Have the student complete some sort of documentation exercise in the situation where the rating score was one or two (explain the "unacceptable rating"). In this scene, the FTO might have given, in this case, a number seven (!) "Self Initiated Activity." Have the student complete some sort of documentation exercise explaining the "unacceptable rating" and the "superior" or "outstanding" rating.

5. General Discussion - Probable Cause For Arrest. Initiate general discussion about the arrest.

Question to Students: "Does anyone disagree that there was probable cause to arrest?" "What are some of the differences between local district attorneys and the agencies themselves?"

6. Exercise: Have the students list the things they'd be looking for in the investigation of an auto burglary and on the crime report to be filed.

7. Idea: Create and hand out a crime report that was turned in by the trainee to the FTO. Have the students rate/score the crime report and document the findings on a full DOR form.

8.

9.

SET C

Potential Discussion Issues and Exercise Considerations:

1. Exercise: Use this scene as a working example of a "first time" orientation given by an FTO. The introduction of the scene lasts several seconds and can be used as stand-alone footage showing how one FTO might "set the tone" for the working relationship between the FTO and the trainee.

Questions to Students: "What kinds of things would you do in preparation for the first working shift with a new trainee?" "What subjects would you include in the initial orientation with the new trainee?"

2. Idea: Design your own "setting the tone" exercise using a variety of trainee personality types. Split class into groups of two. Have one student play the FTO; the other will be the trainee. Have the "FTO" pick from a stack of cards with "potential problem areas." You can develop several potential trainee personality types (slow learner, immature but with a great attitude, lateral attitude, etc.). Place the "types" on cards. Have the "Trainee" pick from the personality type list. The team will then be set to begin the role playing exercise. You can include a documentation to the scene as well.

3. Exercise: Ask the students how they would rate the driving of the trainee since he did so much driving while the FTO was talking. Driving was not discussed during the evaluation, but is included on a full DOR. You, the instructor, could add driving skills to the list of issues to be evaluated.

4. General Discussion - Handling Subjects With Mental Illness. The W&I 5150 subject acts strangely in the scene, but does not appear to be a physical threat to the Team.

Questions to Students: "How do you think the trainee did?" "Did he communicate well with the subject?" What kind of training exercises might you use to improve the trainee's ability to communicate with mentally ill subjects while being able to remember basic tasks?"

5. General Discussion - Handling Minor Corrections. The FTO "intervened" by telling the trainee to move the patrol vehicle to protect the subject, to get the subject out of the street after initial contact, and to have the assisting patrol officer move the Team's patrol car once the Subject has been moved to the sidewalk.

Question to Students: "How did the FTO handle the minor 'interventions' during the contact?" "Was she fair and appropriate?" "How did the trainee handle the corrections?"

6. Exercise: Have the student that rated the Trainee with any score of one or two, complete some sort of documentation exercise explaining the "unacceptable rating,"

7.

8.

Potential Discussion Issues and Exercise Considerations:

1. General Discussion - Elements of Crime. This Trainee has now demonstrated a basic "forgetfulness" when it comes to recognizing and remembering the basic elements of a certain crime.

Question for Students: "What kinds of training exercises could be implemented that would to help this Trainee overcome these kinds of problems?" Brainstorm ways to encourage and support the struggling trainee.

2. General Discussion-Several Additional Subjects! This is a quick scene. Be prepared to discuss officer safety issues (foot pursuit, turning corner at full speed, "stopping" a juvenile, etc.). Remember, this film was made with the intention of staying away from the more complicated issues. Here's a good example of us not showing how the juvenile suspect was apprehended.

3. General Discussion -Additional Issues. Possible additional behaviors to discuss and score: 20 - Self-Initiated Activity (although it was the FTO that "self initiated" the contact) 22 - Officer Safety: Suspicious Persons 24 - Control of Conflict: Physical 25 - Problem Solving/Decision Making, 28 Radio: Articulation of Transmissions.

4. General Discussion - Scoring Subject Area #5: The Trainee was able to list two "bookable" crimes, yet the suggested scoring is for a "1" or a "2". The reason for the low scoring is the fact that in most jurisdictions, a "Hate Crime" is a high visibility and high priority criminal investigation, especially in the last few years. Hate Crime violations are covered well in the academy and should he easily recognized once trainees begin the field training program.

Question to Students: "How would you justify a '1' score in category #5?" "How would you justify a different score in this category?" "How would you reconcile the fact that he did know the graffiti and resisting arrest violations?"

5. Exercise: Have the student that rated the Trainee with any score of one or two complete some sort of documentation exercise explaining the "unacceptable rating."

6. Exercise: An assignment was given to the Trainee during the evaluation of the scene. You can develop some type of exercise using the assignment.

7.

8.

Potential Discussion Issues and Exercise Considerations:

1. General Discussion - FTO Encouragement. The FTO is very specific in her positive comment to the Trainee.

Question to Students: "Do you think this FTO is effectively encouraging the Trainee?" "What would you do?" "What works for you!" "What doesn't work for you?" "What have you seen others do that works?" Have a brain storming session on effective ways to encourage trainees.

2. General Discussion - FTO Asked For Help. Discuss the positive side of the fact that the Trainee asked the FTO if he'd forgotten anything during the interview of the reporting party.

Questions to Students: "Does anyone have a problem with the Trainee asking the FTO if he'd gotten all the information needed to file the missing person report?" "Would this be a positive or negative issues?"

3. General Discussion - Severity of Missed Information. The fact is, the Trainee remembers to get most of the needed information during the interview.

Question to Students: "What types of missed information would cause you to score a trainee below a "4" during an interview?"

4. General Discussion - "Testing". The FTO follows up on previous assignment to learn and understand the elements of a previous contact (W&I 5150).

Questions to Students: "What would you expect a trainee to provide if given a specific assignment?" "How would you set up testing of trainees on knowledge areas?" "How would you document the testing if the trainee did not know the elements or did not do his/her assigned task?"

5. Exercise: Develop some handwritten notes with the information taken during the interview. Have the students look over the notes and rate them. Set up one on one interviews with one student playing the FTO and the other playing the Trainee and act out an evaluation interview.

6. Exercise: Have the student that rated the Trainee with any score of one or two complete some sort of documentation exercise explaining the "unacceptable rating."

8.

9.

SET D

This final set of scenes is designed to represent a full working swing or evening shift. The intention of this set is (1) to provide additional scenes to rate (in the same way that was done with the other scenes) and, (2) to facilitate the use of a full DOR form and have the scenes represent calls that all happened during the same shift. The final exercise would be facilitated by you, the instructor, once the video is over.

Each scene in Set D is designed to be used with the same format as the other scenes in Sets A, B, and C. The change occurs at the conclusion of Scene D-3. The moderator reviews each of the three contacts that represent the full shift.

[Note: It is suggested that the students keep and use their scoring forms and documentation for use in the final exercise.]

Start of Set D

Set D begins as the shift lieutenant is concluding the inspection portion of roll call. Before the first dispatched call is broadcasted, the new Team is listening to the lieutenant and looking over pre-patrol information.

Potential Discussion Issues and Exercise Considerations:

1. General Discussion: Pre-Shift Preparation.

Question to Students: "What are the kinds of things you expect your trainees to do at the start of a working shift?"

2. General Discussion - INTERVENTION! This first scene is a classic life-and-death intervention situation. This was an intervention where the FTO took the scene over and did not return the responsibility back to the Trainee. Discuss the good and poor aspects of the FTO taking over the scene.

Question to Students: "What would you have done differently?"

3. General Discussion - Evaluation Process.

Questions to Students: "What did you think about the FTO's style of evaluation?" "How is it different than others (in previous Sets)?"

4. Exercise: Brainstorm other situations where Trainee will likely have to be pulled out of a scene and the FTO would have to complete the contact. Ask the students if they have any real-life examples?

5. Exercise: Have the students that rated the Trainee with any score of one or two complete some sort of documentation exercise explaining the "unacceptable rating."

6. General Discussion - Trainee Attitude.

Questions to Students: "How would you document the attitude of the Trainee when corrected?" "Was his response encouraging and positive?" "Do trainees normally respond like this after a serious intervention?" "Why or why not?"

7.

8.

Potential Discussion Issues and Exercise Considerations:

1. General Discussion - INTERVENTION! This scene starts out with the Trainee driving way too fast for the assigned call.

Questions to Students: "What do you think of the way the FTO corrected the Trainee?" "What was appropriate about it and what wasn't appropriate about it?" "What would you have done and/or said in a similar situation?"

2. Exercise: Set up in-class scenarios with students taking the role of FTO in the situation where the Trainee is driving too fast. This would allow the other students to see how their peers might deal with this type of problem and to effectively communicate necessary correction.

3. General Discussion - INTERVENTION! Once again, the FTO has to step in and intervene in a scene. In this case, the FTO has to initiate the separation and calming down of the subjects. The FTO then assigns the responsibility to interview one of the subjects right after the intervention.

Questions to Students: "Would you 'trust' this trainee to handle the calming down interview after he's had so much trouble so far?" "Why or why not?"

4. General Discussion -Terminology Used. Once again, there is the use of the phrase "taking on" a suspect. This phrase is common in San Francisco (where all of the officers used it in this project work). Be prepared to discuss this and other phrases (like "going on a run") that may or may not be appropriate in other jurisdictions.

5. General Discussion - Rating Trainee on Interview Skills. Our desire in developing this program included the successful interview of the one subject by the Trainee after the FTO intervened and separated the parties. Unfortunately, we did not run the interview for very long and the film viewer may not feel he/she saw enough of the Trainee successfully interviewing the subject. Please let your students know that we intended to have additional "successful" dialogue between the Trainee and the subject he was interviewing.

6. General Discussion -Evaluation. Again, the trainee seems to demonstrate that he's thought about the mistakes he has made.

Question to Students: "How would you document and encourage the Trainee...and keep him from having a 'downward spiral' type of shift?"

7. Exercise: Have the students that rated the Trainee with any score of one or two complete some sort of documentation exercise explaining the "unacceptable rating." In this scene, his score should be a "1" and documentation is mandatory.

8.

9.

Potential Discussion Issues and Exercise Considerations:

1. General Discussion - The Scene. This is a very quick scene. It's goal is to show the Trainee finishing the shift with a positive contact, especially since he had so much trouble earlier (including poor driving, mistaking a diabetic condition for being drunk, not controlling verbal disputants, and having the FTO intervene twice).

2. General Discussion - The "Rock". It's very difficult to see the crack user drop the "rock" when the scene goes down, unless you're looking for it! If you play the scene again, the motion is a lot easier to see.

3. General Discussion - Officer Safety. The scene was edited to make sure the viewer first knew assistance was called and was eventually in place on the other side of the building before the approach took place. Be prepared to make this clear if the issue comes up.

Questions to Students: "What are some of the officer safety issues to consider when making this kind of contact?" "How much assistance would be reasonable?" "Would you consider it 'safe' to grab someone like the Team did?"

4. Additional Written Exercise: Report Writing Exercise. At the conclusion of the narcotics violation scene (D-3), the Trainee is tasked with completing a full crime report on the incident. The FTO is hypothetically working on the DOR or other paperwork. You, the instructor, could prepare a completed crime report that represents the one turned in by the Trainee. This will give you an opportunity to include the things you want noticed or tested in regards to report writing. It also gives your students the opportunity to rate DOR Performance Categories 13, 14, and 15.

5. Exercise: Set up role-playing scenarios between students (or bring in actors!) and have the students present the full-shift DOR to the "Trainee." This could be done simply by pairing up the students and have each person take turns playing each part. This could also be done with two volunteers who are willing to have the entire class observe and evaluate their interaction as FTO and Trainee.

6.

7.

The final exercise can be set up in a variety of ways. Here are some ideas for facilitating this final process.

Potential Discussion Issues and Exercise Considerations:

1. Exercise - Full-Shift D.O.R. Written Exercise. First, reproduce the full blank DOR found at the beginning of the instructor form package (make sure there are extras). Each student in class should have all three pages of this form. Secondly, have your students review their worksheets for Scenes D-l, D-2 and D-3. Have your students use this information to develop a full DOR with appropriate comments and documentation. It will be up to you, the instructor, to review the completed DOR's.

2. General Discussion - Scoring the Set. There are a few areas where the Trainee has been scored as "unacceptable". Discuss how these unacceptable behavior ratings would be documented.

3. General Discussion - Conflicting Scoring Areas. There are a few areas where the Trainee gets rated for the same behavior in different contacts. There are a few (four) behaviors that have multiple ratings, including #'s 5, 17, 19, 21, and 23.

Exercise: Have student give a "final" score for each area and justify their score.

4. Additional Written Exercise: Have the students complete page two of the complete DOR form. The key to this exercise is making the decision to appropriately document the "most satisfactory" and "most unsatisfactory" categories.

5. Exercise -- End of Shift D.O.R. Interview Exercise. Split up the class into groups of twos. Have the pairs decide which person they are to play (Trainee or FTO), and have the groups complete mock "end of shift" interviews assimilating the information and detail that has been gathered.

6.

7.

[Note: Include the information gathered in the crime report exercise.]

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