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Communication

Communication

Effective March 30, 2019

Performance Outcome 1.1.

Identify the development, evolution and role of today’s dispatcher.

Training Objectives Related to 1.1.

1. Given a written exercise, identify the historical development of the role of the dispatcher.

2. Given a written exercise, describe the evolution of dispatching.

3. Given a written exercise, identify the dispatcher’s responsibilities and the important role they play in officer safety.

Criteria:  The trainee shall be tested on the following:

1.1.1. Identify the historical development of the role of the dispatcher.

1.1.2. Describe the evolution of dispatching:

1.1.2.1. Federal Communications Commission (FCC)

1.1.2.2. Training standards

1.1.2.3. Equipment

1.1.2.4. Technology

1.1.3. Identify the dispatcher’s responsibilities and the important role they play in officer safety.

Lesson Plan Guide: The lesson plan shall include all items in the Criteria Section.

 

Performance Outcome 1.2.

Identify utilization of equipment and various components.

Training Objectives Related to 1.2.

1. Given a practical or written exercise, describe typical components of communication centers.

2. Given a practical or written exercise, identify communication equipment functions, and terminology of 911/ emergency communications equipment.    

3. Given a practical or written exercise, explain various means of technology to contact 911/emergency communications.

Criteria: The trainee shall be tested on the following:

1.2.1. Describe typical components of communication centers.

1.2.2. Identify communication equipment functions, and terminology of 911/emergency communications equipment:

1.2.2.1. Phone

1.2.2.2. Radio

1.2.2.3. CAD/computer.

1.2.3. Explain various means of technology to contact 911/emergency communications:

1.2.3.1.  Landlines

1.2.3.2.  Telematics

1.2.3.3.   Cell phones

1.2.3.4.    Specialized equipment (e.g. text to 911, voice over IP, and social media).

Lesson Plan Guide:  The lesson plan shall include all items in the Criteria Section.

 

Performance Outcome 1.3.

Demonstrate dispatcher communication and interpersonal skills.

Training Objectives Related to 1.3.

1. Given a practical exercise, demonstrate the use of a calm and controlled voice on radio and telephone.

2. Given a practical or written exercise, demonstrate or identify the use of interpersonal skills with internal and external customers.

3. Given a practical and written exercise, demonstrate and identify the importance of clear and distinct speech.

4. Given a practical and written exercise, demonstrate and explain the difference between hearing and active listening.

5. Given a practical or written exercise, explain the difference between a fact and an inference.

6. Given a practical exercise, demonstrate the ability to give and follow instructions.

Criteria:  The trainee shall be tested on the following:

1.3.1. Demonstrate the use of a calm and controlled voice on radio and telephone.

1.3.2. Demonstrate or identify the use of interpersonal skills with internal and external customers.

1.3.3. Demonstrate and identify the importance of clear and distinct speech.

1.3.4. Demonstrate and explain the difference between hearing and active listening.

1.3.5. Explain or demonstrate the difference between a fact and an inference.

1.3.6. Demonstrate the ability to give and follow instructions.

Lesson Plan Guide:  The lesson plan shall include the information below and all items in the Criteria Section.

1. Given a practical and written exercise, demonstrate and explain the difference between hearing and active listening.

a. Hearing - part of five senses – the act of perceiving sound by the ear  (understanding what you are hearing (hearing simply happens))

b. Active listening – receiving – understanding/analyze value of words –ability to paraphrase/rework/repeat/mirror callers requests/needs

 1. Requires concentration (brain processes the meaning  from words and sentences.) 

2. Learned skill - message received (information/knowledge acquired.)

                                    a. Acknowledge - ask questions:  closed, open and probing

                                    b. Decipher the request/emergency/need

 1. Put caller at ease

  2. Understand the meaning and content before replying

a. Short periods of silence or pauses (allowing caller or dispatcher to collect themselves, when applicable/appropriate)

                                                            b. Patience

                                                            c. Eliminate distractions      

                               d. Express compassion and empathy (when appropriate/applicable)

 

Performance Outcome 1.4. 

Demonstrate dispatcher telephone techniques, call control, and information dissemination.

Training Objectives Related to 1.4.

1. Given a practical exercise, demonstrate telephone techniques including call handling.

2. Given a practical exercise, demonstrate how to manage specialized calls.

3. Given a practical or written exercise, explain the importance of call control and information dissemination.

4. Given a practical or written exercise, describe the call type using the classification process – Emergency, Non-emergency, and Routine (Note: Refer to Performance Outcome 2.1.)

5. Given a practical or written exercise, describe how dispatchers communicate with officers by radio or computer to check their status and safety.

Criteria:  The trainee shall be tested on the following:

1.4.1. Demonstrate telephone techniques including call handling.

 1.4.1.1. Answer incoming calls promptly

 1.4.1.2. Speak directly into the mouthpiece

 1.4.1.3. Explain holds, pauses, actions and delays

1.4.1.4. Calmly and collectively respond to abusive or difficult caller(s)

 1.4.1.4.1. Productive Responses

1.4.1.4.1.1. Project verbally

1.4.1.4.1.2. Control voice level (loudness) and tone (concern, empathy)

                                                1.4.1.4.1.3. Be attentive, control conversation,  set time limits as needed 

                                                1.4.1.4.1.4. Problem solve as quickly as possible

1.4.1.4.2. Avoids unproductive responses

1.4.1.4.2.1. Avoids engaging in verbal debates

1.4.1.4.2.2. Avoids being evasive or playing games

1.4.1.4.2.3. Avoids expressing personal thoughts and/or opinions 

1.4.2. Demonstrate and identify how to manage specialized calls.

1.4.2.1. Callers in crisis, panic, or under stress

1.4.2.1.1. Suicidal callers     

1.4.2.1.2. Domestic Violence/Intimate Partner Violence

                        1.4.2.2. Mentally impaired

                        1.4.2.3. Child or elderly

1.4.2.3.1. Keep questions simple and direct

1.4.2.3.2. Use short step by step directions /instructions

1.4.2.3.3. Check for understanding and completion of instruction/task

1.4.2.4. Language barrier(s) (e.g. non-English speaker, limited English, speech impediments, hearing impaired)    

 1.4.2.4.1. Request interpreter services

1.4.2.4.2. Request caller allow an available third party at scene assist with relaying information

1.4.2.5. False (e.g. pocket dialing), nuisance calls, or prank

1.4.2.6. Hang up calls, silent call, and open line

1.4.2.7. Cell phone caller: Unable to identify location of call

1.4.2.8. Telecommunication device for the deaf (TDD)/ or hearing/ speech impaired teletype writer (TTY) and devices used to communicate with the deaf and hard of hearing.   

1.4.2.9. Active shooter/assailant/threat incident or incidents.

1.4.2.9.1. Recognize active shooter/assailant/threat incident or incidents

1.4.2.9.2. Obtain and relay immediate and pertinent updates specific to assailant’s location

1.4.2.9.3. Identify special clothing or protective gear (e.g. vest, helmet, armor)

1.4.2.9.4. Identify possible bomb (e.g. visible wires, suicide vest, backpack, remote detonator, suspicious packages)

                        1.4.2. 9.5. Instructions to caller

1.4.2.9.5.1. Escape

                                    1.4.2.9.5.2. Avoid

                                    1.4.2.9.5.3. Deny

                                    1.4.2.9.5.4. Defend

1.4.3. Explain the importance of call control and information dissemination:

1.4.3.1. Provide responding units with initial knowledge of the situation.

1.4.3.2. Differentiate emergency calls from non-emergency calls.

1.4.3.3. Establish the order of dispatch and the level of response.

1.4.4. Describe the call type using the classification process- Emergency, Non-emergency, and Routine (Note: Refer to Performance Outcome 2.1):     

                        1.4.4.1. Determine the nature of the call. 

                        1.4.4.2. Use basic questioning techniques.

1.4.5. Describe how dispatchers communicate with officers, by radio or computer, to check their status and safety.

Lesson Plan Guide:  The lesson plan shall include all items in the Criteria Section.

 

Performance Outcome 1.5.

Identify call-taking and appropriate dispatching techniques.

Training Objectives Related to 1.5.

1. Given a written exercise identify the four parts of a call.

2. Given a written exercise, identify the steps /process used when receiving and dispatching emergency and non-emergency calls.

3. Given a practical exercise, demonstrate methods to obtain and dispatch calls to include those with descriptive information. 

4. Given a practical or written exercise, identify the appropriate techniques for dispatching law enforcement officers during time/life critical incidents (e.g. active shooter, officer mayday, pursuit).

5. Given a practical exercise, demonstrate multi-functional dexterity.

Criteria:  The trainee shall be tested on the following:

1.5.1. Identify the four parts of the call:

1.5.1.1. Greeting  “911… _______________”

[NOTE:  Agencies that are secondary public safety answering points may modify this greeting.  A secondary PSAP is defined as a PSAP to which 911 calls are transferred from a primary PSAP (e.g. Virginia State Police and Virginia Department of Game and Inland Fisheries].

1.5.1.2. Information Gathering: First priority - Identify an address/location of the emergency

1.5.1.3. Dispatching

1.5.1.4. Closing

1.5.2. Identify the steps/process used when receiving and dispatching emergency and non-emergency calls:

1.5.2.1. Initiate queries

1.5.2.1.1. Where

1.5.2.1.2. What

1.5.2.1.3. Weapon/s (used, threatened or are available)

1.5.2.1.4. When

1.5.2.1.5. Who

1.5.2.1.6. How

1.5.2.2. Order of dispatch and level of response (Note: Refer to Performance Outcome 2.1)

1.5.2.3. Instructions for caller prior to law enforcement arrival (e.g. unlock door, turn on lights)

1.5.2.4. Relay and document narrative data

1.5.2.5. Relay any new relevant information and update documentation as needed

1.5.3. Demonstrate methods to obtain and dispatch descriptive information:

1.5.3.1. Descriptive information – Persons/Suspects

1.5.3.1.1. Ethnicity

1.5.3.1.2. Gender

1.5.3.1.3. Approximate age

1.5.3.1.4. Approximate height/weight/build

1.5.3.1.5. Hair color/facial hair (beard/mustache)

1.5.3.1.6. Eye color/glasses

1.5.3.1.7. Clothing (head to toe and outer to inner description)

1.5.3.2. Descriptive information -- Vehicle (CYMBALS)

1.5.3.2.1. Color (top to bottom)

1.5.3.2.2. Year

1.5.3.2.3. Make/model

1.5.3.2.4. Body style

1.5.3.2.5. Additional information

1.5.3.2.5.1 Unusual markings

1.5.3.2.5.2 Number of occupants  

1.5.3.2.5.3. Direction of travel

1.5.3.2.6. License plate number

1.5.3.2.7. State

1.5.4. Identify the appropriate techniques for dispatching law enforcement officers during time/life critical incidents (e.g. active shooter, officer mayday, pursuit).

1.5.4.1. Dispatch consistently and accurately.

1.5.4.2. Receive and disseminate updates and handle other radio traffic.

            1.5.4.3. Eliminate nonessential communications.

1.5.4.4. Anticipate responders’ needs (e.g. domestic violence call - determine if there is an active protective order).

1.5.4.5. Place the radio channel or talk group on urgent or emergency radio traffic only.

1.5.4.6. Announce an alternate radio channel/s or talk group/s for routine radio traffic

1.5.4.7. Remain focused

1.5.4.8. Release resources and document incidents

1.5.5. Define multi-functional dexterity in the context of dispatching- simultaneously obtaining, processing and deciphering, relaying and documenting information.

1.5.6. Demonstrate multi-functional dexterity in response to multiple incidents occurring simultaneously:

                        1.5.6.1. Simultaneous performance of two or more tasks by one  individual:

1.5.6.1.1. Bomb threats/Improvised Explosive Device (IED)/Weapon of Mass Destruction (WMD)

                                    1.5.6.1.2. Terrorism/terrorists/terrorist attacks

                                    1.5.6.1.3. Chemical, Biological, Radiological, Nuclear, Enhanced Conventional Weapons (CBRNE)

1.5.6.1.4. Mass fatalities

                                    1.5.6.1.5. High risk entry teams

                                    1.5.6.1.6. Human made event(s)

                                    1.5.6.1.7. Natural disaster(s)

                                    1.5.6.1.8. Missing person(s)

                                    1.5.6.1.9. Pursuit(s)

                                    1.5.6.1.10. Active shooter incidents

Lesson Plan Guide:  The lesson plan shall include all items in the Criteria Section.

 

Performance Outcomes 1.6. (RESERVE)

Performance Outcomes 1.7. (RESERVE)

 

Performance Outcome 1.8.

Informing colleagues and supervisors.

Training Objective Related to 1.8.

1.  Given a practical or written exercise, explain the importance of knowing and informing colleagues and supervisors of incidents that could adversely affect operations.

Criteria:  The trainee shall be tested on the following:

1.8.1. Explain the importance of knowing and informing colleagues and supervisors of incidents that could adversely affect operations:

1.8.1.1. High priority/major events

1.8.1.2. Information vital to staff, agency, responder and public:

1.8.1.2.1. Evacuations

1.8.1.2.2. Sheltering in place

1.8.1.2.3. Violent weather

1.8.1.2.4. Hostage situation(s)

                        1.8.1.2.5. Infrastructure failure(s)

1.8.2. News media events

1.8.3. Provide updates

1.8.4. Brief incoming dispatch personnel with concise and vital information

Lesson Plan Guide:  The lesson plan shall include all items in the Criteria Section.

 

Performance Outcome 1.9.

Identify calls for service related to disaster(s) or potential disaster(s) and various rescue operations.

Training Objectives Related to 1.9.

1. Given a written exercise, identify the role of dispatchers during a disaster(s) or potential disaster(s) and various rescue operations.

2. Given a written exercise, define disaster per § 44-146.16 of the Code of Virginia.

3. Given a written exercise, identify the functions of the dispatcher as part of the Incident and Unified Command Systems and the National Incident Management System (NIMS).

Criteria: The trainee shall be tested on the following:

1.9.1. Identify the role of dispatchers during a disaster(s) or potential disaster(s) and various rescue operations.

1.9.2. Define disaster per § 44-146.16 of Code of Virginia

1.9.3. Define the Incident Command System (ICS):

1.9.3.1. Identify the components of ICS

1.9.3.2. Identify the structure of ICS

1.9.3.3. Identify the purpose of Unified Command under ICS

1.9.3.4. Identify the transfer of command by the first responder using ICS

1.9.3.5 Define Unified Command - In the Incident Command System, a Unified Command is an authority structure in which the role of incident commander is shared by two or more individuals, each already having authority in a different responding agency.

 1.9.4. Explain the purpose of the National Incident Management System (NIMS):

1.9.5. Identify the Executive Order of the Governor requiring NIMS  in Virginia and the presidential directive related to NIMS.

1.9.6. Explain the purpose and function of the Emergency Operations Center.

Lesson Plan Guide: The lesson plan shall include all items in the Criteria Section.

NOTE:

1.  Complete ICS 700 NIMS Introductory training course and provide certificate of completion to the Training Academy Director.

2. Complete ICS 100 Introductory training course and provide certificate of completion to Training Academy Director.

 

Performance Outcome 1.10.

Identify applicable laws, definitions and background information related to terrorism.

Training Objectives Related to 1.10.

1. Given a written exercise, define terrorism according to 18 U.S.C. § 2331 and applicable laws in § 18.2-46.4 of the Code of Virginia.

2. Given a written or practical exercise, identify the differences between extremist beliefs, terrorist activity, and acts/speech protected by the First Amendment.

3. Given a written or practical exercise, identify the distinctions between an individual acting alone, domestic and international terrorist organizations and their supporters.

Criteria: The trainee shall be tested on the following:

1.10.1. Define terrorism according to 18 U.S.C. § 2331 and applicable laws in  § 18.2-46.4 Code of Virginia.

1.10.2. Identify the difference between extremist beliefs, terrorist activity, and acts/speech protected by the First Amendment.

1.10.3. Identify the distinctions between an individual acting alone, domestic and international terrorist organizations and their supporters:

1.10.3.1. Extreme political groups (Sovereign Citizens)

1.10.3.2. Race-based hate groups (White Supremacist, Black Separatists)   

1.10.3.3. Religious-based hate groups (Christian Identity, Westboro    Baptist Church)

1.10.3.4. Special interest groups (anti-abortion, animal rights)

1.10.3.5. Foreign Terrorist Organizations (al Qaeda, ISIS, Boko Haram)

1.10.4. Identify the primary objectives of terrorists:

1.10.4.1. Recognition

1.10.4.2. Coercion

1.10.4.3. Intimidation

1.10.4.4. Provocation

1.10.4.5. Insurgency Support   

1.10.4.6. Potential targets

Lesson Plan Guide: The lesson plan shall include all items in the Criteria Section.

 

Performance Outcomes 1.11. (RESERVE)