A leading professor of coaching and trainer education offers you insights.
Fellow training professional – thanks for taking the time to visit with us.
My name is Gerard O’Dea and I am a professional conflict management and personal safety/interventions trainer. I’ve been training professionally since 2006 and I have taught, like you, thousands and thousands of hours of these topics.
But, it wasn’t until I met Prof. Chris Cushion that I was able to become truly reflective about what I and my team of trainers at Dynamis were doing when it came to our learners and the learning environments we were creating in our training rooms.
Working with Prof. Cushion, we are now far more aware of things like:
- Time-on-task analysis
- Practice States and Practice Types
- Designing a straight-line programme
- The Whole-Task analysis
- Improving Coaching Behaviours
Enhance Course Structure
Enhance the design and structure of your training so that your learners are gaining more confidence through real competence, without needing more time or resources.
Improve Coaching Behaviours
Upgrade your coaching skills by asking better questions and giving more effective feedback. Engage more with the learners and get better results.
Delivering More Effective Conflict Training.
Working together since 2014, Prof Cushion and I have been leveraging modern research into coaching and learning so that we can make the changes needed to get the very best results from training delivery in Conflict, Personal Safety and Restraint programmes. Let’s face it, rigorous approaches by trainer/advisors in violence management are increasingly required, and we have found that this methodology can supercharge our courses, without changing the system of tactics we teach.
More positive outcomes on the front line lies in the HOW we teach, not the WHAT we teach.
Maximise Training Effectiveness
Dramatically Improve Learner Engagement.
What does the learner need to know, understand, and do? Who is the person standing in front of me? What coaching behavior helps me develop that in them? And then, what type of practice environment gives me the environment that I need to develop that learner?
Implement Efficient Whole-Task Practice.
Practice needs to become a progression – an increasingly complex version of the whole. You’re looking to create learning through the practices. You want your learners to recognize cues, and things that are happening as the scenario unfolds, so learning through the scenarios becomes part of the design of courses and training.
Safely Incorporate Scenario Training.
Putting learners under pressure is important to replicate real-work situations, but pressure comes in different ways. Pressure could be peer observation. Pressure could be against the clock. Pressure could be with a video camera on. There’s a whole range of ways for creating pressure that isn’t full-contact scenario-replication.