IFPO CPOI cheat sheet

Training needs assessment identifies gaps between required and current officer competencies; sources include incident reports, post orders, performance evaluations, and regulatory changes.

Terminal learning objectives (TLOs) state what the officer must do, under what conditions, and to what standard; enabling objectives break the TLO into teachable sub-tasks.

The four-step instructional method (prepare, present, practice, evaluate) structures a training session; evaluation follows practice, not presentation.

Lesson plan components: TLO, enabling objectives, time allocation, instructor activities, learner activities, materials, and evaluation method.

Post orders define site-specific duties and are the primary source for on-the-job training content; they must be reviewed and signed by each officer.

Training records document date, topic, instructor, hours, and evaluation result; retain per contract or regulation, commonly a minimum of one year after separation.

Competency-based training requires demonstrated performance, not attendance alone; a pass/fail practical exercise is the standard evaluation for physical skills.

Refresher training frequency is set by regulation, contract, or risk level; high-risk tasks such as use of force and CPR typically require annual or more frequent updates.

Instructor-to-learner ratio affects safety in practical exercises; weapons and defensive tactics sessions require closer supervision than classroom lectures.

Knowles' andragogy: adult learners are self-directed, bring experience, need relevance, prefer problem-centered learning, and are internally motivated.

Kolb's experiential learning cycle: concrete experience, reflective observation, abstract conceptualization, active experimentation; instruction should cycle through all four.

Bloom's taxonomy cognitive levels, low to high: remember, understand, apply, analyze, evaluate, create; objectives should target the level required on the job.

The forgetting curve (Ebbinghaus) shows rapid initial memory loss; spaced repetition and distributed practice reduce decay compared with massed practice.

Learning modalities: visual, auditory, kinesthetic; multi-modal delivery improves retention, but matching instruction to a learner's preferred modality has weak evidence.

Questioning technique: open questions probe understanding, closed questions confirm facts; allow 3-5 seconds of wait time after asking before calling on a learner.

Feedback should be specific, timely, and behavioral; describe the observed action and its effect rather than labeling the person.

Presentation aids support, not replace, the instructor; slides should carry minimal text and be readable from the back of the room.

Assessment validity means the test measures the objective; reliability means it produces consistent results across administrations and raters.

Span of control is the number of subordinates reporting to one supervisor; narrow spans suit complex or high-risk work, wider spans suit routine work.

Chain of command establishes formal lines of authority and reporting; unity of command means each officer reports to one supervisor.

Progressive discipline sequence: verbal counseling, written warning, suspension, termination; each step requires documentation and consistent application.

Just-cause termination requires notice of the rule, investigation, consistent enforcement, and proportionate penalty; documentation is the supervisor's evidence.

Post order and staffing reviews use workload analysis: posts required, relief factor, absenteeism rate, and training time determine headcount.

Performance appraisal methods include behaviorally anchored rating scales (BARS) and critical incident reports; both reduce subjective bias compared with trait ratings.

Incident command principles apply to major security events: single incident commander, clear objectives, manageable span of control, and common terminology.

Supervisor responsibilities in use-of-force review: preserve evidence, separate involved officers, document statements, and route to the reviewing authority.

Risk management cycle: identify hazards, assess likelihood and severity, control (avoid, reduce, transfer, accept), monitor, and review.

Program administration documents: training policy, lesson plans, instructor qualifications, attendance records, test items, and evaluation results.

Test item construction: one clear objective per item, plausible distractors, avoid double negatives and 'all of the above'; review items for bias and accuracy.

Item analysis statistics: difficulty index (proportion answering correctly) and discrimination index (high scorers vs low scorers); items with negative discrimination are revised or removed.

Criterion-referenced testing compares performance to a standard; norm-referenced testing compares learners to each other; certification exams are criterion-referenced.

Passing standards should be set by job relevance, not by a fixed percentage alone; a common approach is the modified Angoff method using subject-matter-expert judgments.

Recertification requirements typically include continuing education hours, current first aid/CPR, and a practical skills check; track expiration dates in advance.

Record retention schedules are set by contract, regulation, or statute; identify the controlling requirement before destroying any training record.

Audit trail: every training record must be traceable to instructor, date, content, and evaluation; missing elements invalidate the record in an audit.

Program evaluation models: Kirkpatrick's four levels (reaction, learning, behavior, results) measure training effectiveness beyond test scores.