47 min

Ep 15: Psychomotor Skill Training: How to Optimize Learning Confidence In Conflict

    • Education

On this episode, Allen Oelschlaeger is joined by Randy Revling, a retired Sheriff’s captain with over 30 years of experience as a law enforcement instructor. Randy developed the original instructor development course (IDC) used by the State of Wisconsin and has personally taught over 600 instructor schools for a wide range of disciplines.
Unlike most trainers, Randy has documented positive results of his training methods.
The discussion focuses on how to optimize “learning” — defined as creating relatively permanent changes in student behavior that results in the benefits expected from the training.
Some of the core principles discussed include:
• To optimize learning, the importance of soliciting emotion and making the training practical and relevant to the student
• People learn by doing, not by listening to a lecture
• To drive learning, the need for a stimulus that is created by practicing inside a real-life and relevant scenario
• The four steps that must be completed before delivering any training
• The reason why teaching should occur inside scenario practice, rather than before this practice
• The application of Kirkpatrick’s Four-Level Training Evaluation Model to psychomotor skill training
• How to effectively engage with students who start class with a bad attitude
• The potentially conflicting goals of a training class generating “learning” versus generating good evaluations

On this episode, Allen Oelschlaeger is joined by Randy Revling, a retired Sheriff’s captain with over 30 years of experience as a law enforcement instructor. Randy developed the original instructor development course (IDC) used by the State of Wisconsin and has personally taught over 600 instructor schools for a wide range of disciplines.
Unlike most trainers, Randy has documented positive results of his training methods.
The discussion focuses on how to optimize “learning” — defined as creating relatively permanent changes in student behavior that results in the benefits expected from the training.
Some of the core principles discussed include:
• To optimize learning, the importance of soliciting emotion and making the training practical and relevant to the student
• People learn by doing, not by listening to a lecture
• To drive learning, the need for a stimulus that is created by practicing inside a real-life and relevant scenario
• The four steps that must be completed before delivering any training
• The reason why teaching should occur inside scenario practice, rather than before this practice
• The application of Kirkpatrick’s Four-Level Training Evaluation Model to psychomotor skill training
• How to effectively engage with students who start class with a bad attitude
• The potentially conflicting goals of a training class generating “learning” versus generating good evaluations

47 min

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