IFPO CPOI flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Terminal learning objective

A statement of what the officer must perform, under specified conditions, to a defined standard; it anchors lesson content and the evaluation method.

Enabling objective

A subordinate learning objective that breaks a terminal objective into teachable steps; each enabling objective should be measurable and sequenced logically.

Training needs assessment

A systematic review of performance gaps, incident data, post orders, and regulatory changes that determines what training is required and for whom.

Post orders

Site-specific written instructions defining an officer's duties, authority, and procedures; they are the primary source for on-the-job training content.

Competency-based training

Instruction that requires demonstrated performance against a standard rather than attendance; evaluation uses practical exercises with pass/fail criteria.

Four-step instructional method

Preparation, presentation, practice, and evaluation; the sequence ensures learners apply content before being assessed on it.

Refresher training

Periodic retraining on critical skills such as use of force, CPR, or firearms; frequency is set by regulation, contract, or risk level.

Instructor-to-learner ratio

The number of learners per instructor; lower ratios are required for high-risk practical exercises such as weapons or defensive tactics training.

Andragogy

Knowles' theory of adult learning: adults are self-directed, draw on experience, need relevance, prefer problem-centered instruction, and are internally motivated.

Experiential learning cycle

Kolb's four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation; effective instruction cycles through all four.

Bloom's taxonomy

A hierarchy of cognitive objectives from remember and understand through apply, analyze, evaluate, and create; objectives should match the job's required level.

Forgetting curve

Ebbinghaus' finding that memory retention drops rapidly after learning; spaced repetition and distributed practice slow the decay compared with massed practice.

Wait time

The pause of about three to five seconds after posing a question and before calling on a learner; it increases response quality and participation.

Behavioral feedback

Feedback that describes the observed action and its effect rather than labeling the person; it should be specific, timely, and focused on changeable behavior.

Assessment validity

The extent to which a test measures the intended learning objective; a valid test samples the job-relevant content and not unrelated material.

Assessment reliability

The consistency of test results across administrations, raters, and item sets; unreliable tests produce scores that vary for reasons unrelated to competence.

Span of control

The number of subordinates reporting to one supervisor; narrow spans suit complex or high-risk work, while wider spans suit routine, standardized tasks.

Unity of command

The principle that each officer reports to exactly one supervisor; it prevents conflicting orders and clarifies accountability during operations.

Progressive discipline

A graduated response to misconduct: verbal counseling, written warning, suspension, termination; each step requires documentation and consistent application.

Just cause

The standard for discipline and termination: notice of the rule, investigation, consistent enforcement, and a penalty proportionate to the offense.

Behaviorally anchored rating scales

A performance appraisal method using examples of specific behaviors at each rating level; it reduces subjective bias compared with trait-based ratings.

Relief factor

A staffing multiplier accounting for days off, leave, training, and absenteeism; it converts required post coverage into total headcount needed.

Risk management cycle

Identify hazards, assess likelihood and severity, select controls (avoid, reduce, transfer, accept), monitor results, and review the process.

Incident command principles

A single incident commander, clear objectives, manageable span of control, and common terminology; these apply to major security events and emergencies.

Use-of-force review

Supervisory process after a force incident: preserve evidence, separate involved officers, document statements, and route the case to the reviewing authority.

Item difficulty index

The proportion of examinees answering an item correctly; values near the middle of the range usually provide the most information about learner differences.

Item discrimination index

A statistic comparing high scorers' and low scorers' performance on one item; negative discrimination signals a flawed item that should be revised or removed.

Criterion-referenced testing

Testing that compares performance to a fixed standard rather than to other learners; certification and licensing exams are criterion-referenced.

Modified Angoff method

A standard-setting procedure in which subject-matter experts estimate the probability that a minimally competent candidate answers each item correctly; results set the passing score.

Kirkpatrick evaluation levels

Four levels of training evaluation: reaction, learning, behavior, and results; they measure effectiveness beyond post-test scores.

Recertification

Renewal of a credential through continuing education hours, current first aid or CPR, and a practical skills check; expiration dates must be tracked in advance.

Audit trail

A traceable record linking each training event to instructor, date, content, and evaluation result; missing elements invalidate the record during an audit.