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MASTER SYLLABUS 919

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JETUSHER
JETUSHER

The document provides an overview of the Dynamic Threat Recognition and Decision-making (DTRD) training program. It was originally 20 days but has been reformatted into shorter packages from 4 days up. The training teaches skills to recognize threats prior to incidents through observation techniques, identifying behavioral indicators, and decision-making processes. It aims to establish prevention as the new standard of care by focusing on recognizing pre-event behaviors and vulnerabilities. The document outlines course content, learning outcomes, assessment methods, and scheduling options for the training.

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DTRDSyllabus 2016© DYNAMICTHREATRECOGNITION&DECISION-MAKING GRAPPLING WITH DOMESTIC TERROR, HOSTILE INTRUDERS AND WORKPLACE VIOLENCE --- SHIFTING SECURITY POLICIES TO REFLECT YOUR DUTY TO PROTECT INTRODUCTION The Dynamic Threat Recognition& Decision-making (DTRD) Syllabus,and the discussionthat follows is intended to provide a blueprint, or starting point,to help you andyour organization face a truly complex challenge. Itsupports initiatives developed by the federal governmentand state actors to improve the currentStandard ofCare,relevant recommendations and guidelines. The original format ofthe training was 20 days. By formatting the content to fit the real world schedules,we now offer the training in shorterpackages of varyingdurations, asshort as 4 days.We added time between trainingdays that serve as an opportunityto study and assimilate the material with ease; however, it does require participants toinvest practice time to honethe skills-set between each training day.These skills build uponeach other andaugment their abilities. Inre-developing this program several factorswere recognized.Historical data supports the threat of explosives used in conjunctionwithfirearms domestically(complexattacks),sotheprogramwasupdatedtoreflectthecomplexity.Second, almost all activeshooter incidents(180+) reviewedbytheFederalGovernment-SecretService & FBI-sharedonetothree commonalities. We wanted to converge focus to detect these shared practices so the threats don't access your facility…prevention! Preventive measures lack the actionable attention of most leaders, from school principals to corporate CEO’s. Understandingresistance,wecreated aprogramofprevention thataddslittle stress andimplements easily. The program sequencesparticipants to develop awareness where they feel comfortable, and safety is augmented. DTRD Training Program teaches the ability to recognize threats prior to an incident. The program consolidates the decision-making process currently employed by the people tasked with protecting US citizens and our freedoms. It establishes a baseline from whichtooperate from. DECEPTIVE PROTECTION The Secret Service determined that common physical measures such as metal detectors offer a false sense of security, and does little to deter an attacker. Hostile intruders make little, if any, effort to conceal their weapons and will often engage anyonewhochallenges them already at the pointofentry. Police reliance is inherently reactive anddoes nothing in regards to prevention as most incidentsare overbefore they arrive. PREVENTION: DTRD THE NEW STANDARD OF CARE The USSecret Service provided the official blueprint forprevention.Their report directsprivate andpublic organizations to focusonidentifying information that canbe obtainable, or "knowable," prior to an attack The USSecret Service informed:  Incidentsoftargeted violence are premeditated.  Priorto most incidents, other people knew aboutthe attacker's idea and/orplan to attack.
DTRDSyllabus 2016© DYNAMICTHREATRECOGNITION&DECISION-MAKING  Most attackers engaged in some behavior prior to the incident that caused others concern or indicated a need forhelp.  Most attackers had difficulty coping with significant losses or personal failures. Many had considered or attempted suicide.  Many attackers felt bullied, persecuted,or injuredby others prior to the attack.  Inmany cases, other people were involved in some capacity. DTRD is focused on recognizing and preventing violence and violent behavior in all areas RELEVANCE, OUTCOMEAND COURSECONSTRUCT Participantslearn how to read uncontrollable anduniversal elements ofbehavior and environmental indicators to anticipate andidentify threats. By focusingonprevention by early recognition,the DTRDskills enable participants to recognizepre-event indicators with a focusonreducingthe risk of all violence, be it hostile intruders,insider attack (blue-on-blue),etc.Whentaughtto civilians andsecurity professionals, they learn how to make the observations critical to safeguardingtheir respective environment. Additionally, DTRD training is a tremendous addition to any Human Resourcesdepartment.Application ofthe program skill-set generates a non-invasiveand repeatable process recognizingthose withviolent intent before they are hired, orcause harm. RELEVANCE All DTRDfacilitators are active operatives in the intelligence field, so the information you receive is current,relevant, and ahead of general public understanding. EDUCATION ~ TEACHERS AND ADMINISTRATORS We have developed a funding platform that disconnects the financial burden away from teachers, allowing their community to invest in the safeguardingof their children.We are cognizantthat withoutthe facilitation of this support system, training would not be possible. To build class capacity we ask teachers to invite educators from nearby schools and participate together in the program. Should yourschoolwantto make useof the fundingplatform, please contactBobbyDiaz at 8884490645toschedulea class and coordinatefundingfor yourprogram.
DTRDSyllabus 2016 DYNAMICTHREATRECOGNITION&DECISION-MAKING PARTICIPANT LEARNING OUTCOMES Course Content: DTRD training includes the following:  Enhanced observation techniques: The knowledge, skills, and attitudes of DTRD involve understanding the physiological and cognitive processes of perception, the limits of these processes, and how to overcome the limitations.  Identification ofcritical event indicators and interpretation ofobserved events.  Interpretation of human behavior: cues and immediate analysis of observations emphasizing the ability to interpret human indicators.  Understandingambiguous information,including development of synthesis andprediction abilities.  Proactive analysis and dynamic decision-making: making effective decisions despite having only partial or ambiguousinformation.  Employment ofcognitivediscipline: maintaining peakperformancebybeing awareof, and mitigating limitations (suchasfatigue or stress) that may impair a person’sability to make effective observations and/ordecisions.  Creating a situational baseline  Detect anomalies from baseline  Observation techniquesand procedures:cuedetection, and simple recognition ofsituational elements (objects, events, people, systems, environmental factors) andtheir currentstates (locations,conditions,modes, actions).  Identify vulnerabilities and potential attack locations  Identify behaviors that are out ofplace  Identify suspiciousenvironmental signs (e.g.,tracksat a location)  Interpretation and evaluation of stimuli observed  Decision-Making Cycle: how to make critically sound decisions, and maintain high awareness in dynamic situations.  Dynamic Decision-Making:Understanding how tomake rapid evidence-based decisions.  Observe-Orient-Decide-Act(OODA-Loop)‘how the mind deals with its outside environment and translates it to action’.  Understandinglimitations at each stage ofthe OODA-Loop.  Focus on Success: While there may be ethical lapses in behavior (humans are imperfect), do not dwell on past mistakes. Instead,focusonfixing situations, whereneeded.  Developing mental file-folders and how they supportdynamic decision-making.  Identify combatmultipliers and understandhow to transfer the skills to their personal job  Situational Awareness  Understanding of the operational environment, including the time and location of key components, comprehensionof their meaning, and a projectionoftheir statusin the near future.  Development of a comprehensive pictureofthe battlespace or operational environment.  Anticipation of the future environment, what will happen next? achieved through knowledge of the status and dynamics ofthe situation.
DTRDSyllabus 2016 DYNAMICTHREATRECOGNITION&DECISION-MAKING ASSESSMENT OF PARTICIPANTS’LEARNING Role expectations and class format are explained in a way all participants understand the rationale that benefits them. Eachmodule containsa practical debriefing where participants usethe sequenced material of the lesson and its putinto practice with each other. Every exercise of the practicum is linked to a specific coursegoal/outcomeproviding sufficient experiential evidence that the skill canbe transferred to their environment with ease. TESTING/EXAMINATION Participantswill be able to testthe information duringoneormore field trip exercises.Participantswill visit apublic place wherethey will navigate a set ofvariables unknowntothem. Thefacilitator will requestfor them toexplain in medium to excellent detail their thoughtprocessand taking each lesson into account. Eachpublic outingisdesigned andrequiredtohave sufficientmeansbywhichtheinstructorkeepparticipantsadequately appraised of their progress,additionally, participants canprovide the facilitator withtheir thoughtsand what they want to revisit in orderto grasp the methodology. COURSEREQUISITE Participantswill havetoundergoabasic backgroundcheckpriortoattendingclass.Foreducators, weaskfortheprincipal to recommendeach teacher/administrator in writing in lieu of backgroundcheck. CONTINUED EDUCATION CREDITS The program information is highly sensitive and confidential. It keeps our special forces operators and intelligence operatives alive. Assuch,weare not allowed to putthe programin writing;however,have yourorganization’s leadership contactusto worka way foryou to get credit hoursfortraining. SCHEDULING A CLASS DTRDtraining is available in several formats,each designedto fit anindustry.We customizethe programto fit additional schedulingchallenges. Below are some of the formats available.  Education: 3 non-consecutivefulldayswithin 30 days (allows schedulingchallenges)  Corporate: 3 days-1 day, followed by 2 consecutivefull days 7-14days later  SchoolRO: Same as LEO  LEO: 5 Full days at ourfacility in Naples (Includes2-milesniper range)  AIRPORT: We canprovide training programsfor those in chargeof public safety at airports. Should youwork in that capacity(TSA,DHS,CBP,AirportAdministration,SheriffDept.)

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MASTER SYLLABUS 919

  • 1. DTRDSyllabus 2016© DYNAMICTHREATRECOGNITION&DECISION-MAKING GRAPPLING WITH DOMESTIC TERROR, HOSTILE INTRUDERS AND WORKPLACE VIOLENCE --- SHIFTING SECURITY POLICIES TO REFLECT YOUR DUTY TO PROTECT INTRODUCTION The Dynamic Threat Recognition& Decision-making (DTRD) Syllabus,and the discussionthat follows is intended to provide a blueprint, or starting point,to help you andyour organization face a truly complex challenge. Itsupports initiatives developed by the federal governmentand state actors to improve the currentStandard ofCare,relevant recommendations and guidelines. The original format ofthe training was 20 days. By formatting the content to fit the real world schedules,we now offer the training in shorterpackages of varyingdurations, asshort as 4 days.We added time between trainingdays that serve as an opportunityto study and assimilate the material with ease; however, it does require participants toinvest practice time to honethe skills-set between each training day.These skills build uponeach other andaugment their abilities. Inre-developing this program several factorswere recognized.Historical data supports the threat of explosives used in conjunctionwithfirearms domestically(complexattacks),sotheprogramwasupdatedtoreflectthecomplexity.Second, almost all activeshooter incidents(180+) reviewedbytheFederalGovernment-SecretService & FBI-sharedonetothree commonalities. We wanted to converge focus to detect these shared practices so the threats don't access your facility…prevention! Preventive measures lack the actionable attention of most leaders, from school principals to corporate CEO’s. Understandingresistance,wecreated aprogramofprevention thataddslittle stress andimplements easily. The program sequencesparticipants to develop awareness where they feel comfortable, and safety is augmented. DTRD Training Program teaches the ability to recognize threats prior to an incident. The program consolidates the decision-making process currently employed by the people tasked with protecting US citizens and our freedoms. It establishes a baseline from whichtooperate from. DECEPTIVE PROTECTION The Secret Service determined that common physical measures such as metal detectors offer a false sense of security, and does little to deter an attacker. Hostile intruders make little, if any, effort to conceal their weapons and will often engage anyonewhochallenges them already at the pointofentry. Police reliance is inherently reactive anddoes nothing in regards to prevention as most incidentsare overbefore they arrive. PREVENTION: DTRD THE NEW STANDARD OF CARE The USSecret Service provided the official blueprint forprevention.Their report directsprivate andpublic organizations to focusonidentifying information that canbe obtainable, or "knowable," prior to an attack The USSecret Service informed: ï‚· Incidentsoftargeted violence are premeditated. ï‚· Priorto most incidents, other people knew aboutthe attacker's idea and/orplan to attack.
  • 2. DTRDSyllabus 2016© DYNAMICTHREATRECOGNITION&DECISION-MAKING ï‚· Most attackers engaged in some behavior prior to the incident that caused others concern or indicated a need forhelp. ï‚· Most attackers had difficulty coping with significant losses or personal failures. Many had considered or attempted suicide. ï‚· Many attackers felt bullied, persecuted,or injuredby others prior to the attack. ï‚· Inmany cases, other people were involved in some capacity. DTRD is focused on recognizing and preventing violence and violent behavior in all areas RELEVANCE, OUTCOMEAND COURSECONSTRUCT Participantslearn how to read uncontrollable anduniversal elements ofbehavior and environmental indicators to anticipate andidentify threats. By focusingonprevention by early recognition,the DTRDskills enable participants to recognizepre-event indicators with a focusonreducingthe risk of all violence, be it hostile intruders,insider attack (blue-on-blue),etc.Whentaughtto civilians andsecurity professionals, they learn how to make the observations critical to safeguardingtheir respective environment. Additionally, DTRD training is a tremendous addition to any Human Resourcesdepartment.Application ofthe program skill-set generates a non-invasiveand repeatable process recognizingthose withviolent intent before they are hired, orcause harm. RELEVANCE All DTRDfacilitators are active operatives in the intelligence field, so the information you receive is current,relevant, and ahead of general public understanding. EDUCATION ~ TEACHERS AND ADMINISTRATORS We have developed a funding platform that disconnects the financial burden away from teachers, allowing their community to invest in the safeguardingof their children.We are cognizantthat withoutthe facilitation of this support system, training would not be possible. To build class capacity we ask teachers to invite educators from nearby schools and participate together in the program. Should yourschoolwantto make useof the fundingplatform, please contactBobbyDiaz at 8884490645toschedulea class and coordinatefundingfor yourprogram.
  • 3. DTRDSyllabus 2016 DYNAMICTHREATRECOGNITION&DECISION-MAKING PARTICIPANT LEARNING OUTCOMES Course Content: DTRD training includes the following: ï‚· Enhanced observation techniques: The knowledge, skills, and attitudes of DTRD involve understanding the physiological and cognitive processes of perception, the limits of these processes, and how to overcome the limitations. ï‚· Identification ofcritical event indicators and interpretation ofobserved events. ï‚· Interpretation of human behavior: cues and immediate analysis of observations emphasizing the ability to interpret human indicators. ï‚· Understandingambiguous information,including development of synthesis andprediction abilities. ï‚· Proactive analysis and dynamic decision-making: making effective decisions despite having only partial or ambiguousinformation. ï‚· Employment ofcognitivediscipline: maintaining peakperformancebybeing awareof, and mitigating limitations (suchasfatigue or stress) that may impair a person’sability to make effective observations and/ordecisions. ï‚· Creating a situational baseline ï‚· Detect anomalies from baseline ï‚· Observation techniquesand procedures:cuedetection, and simple recognition ofsituational elements (objects, events, people, systems, environmental factors) andtheir currentstates (locations,conditions,modes, actions). ï‚· Identify vulnerabilities and potential attack locations ï‚· Identify behaviors that are out ofplace ï‚· Identify suspiciousenvironmental signs (e.g.,tracksat a location) ï‚· Interpretation and evaluation of stimuli observed ï‚· Decision-Making Cycle: how to make critically sound decisions, and maintain high awareness in dynamic situations. ï‚· Dynamic Decision-Making:Understanding how tomake rapid evidence-based decisions. ï‚· Observe-Orient-Decide-Act(OODA-Loop)‘how the mind deals with its outside environment and translates it to action’. ï‚· Understandinglimitations at each stage ofthe OODA-Loop. ï‚· Focus on Success: While there may be ethical lapses in behavior (humans are imperfect), do not dwell on past mistakes. Instead,focusonfixing situations, whereneeded. ï‚· Developing mental file-folders and how they supportdynamic decision-making. ï‚· Identify combatmultipliers and understandhow to transfer the skills to their personal job ï‚· Situational Awareness ï‚· Understanding of the operational environment, including the time and location of key components, comprehensionof their meaning, and a projectionoftheir statusin the near future. ï‚· Development of a comprehensive pictureofthe battlespace or operational environment. ï‚· Anticipation of the future environment, what will happen next? achieved through knowledge of the status and dynamics ofthe situation.
  • 4. DTRDSyllabus 2016 DYNAMICTHREATRECOGNITION&DECISION-MAKING ASSESSMENT OF PARTICIPANTS’LEARNING Role expectations and class format are explained in a way all participants understand the rationale that benefits them. Eachmodule containsa practical debriefing where participants usethe sequenced material of the lesson and its putinto practice with each other. Every exercise of the practicum is linked to a specific coursegoal/outcomeproviding sufficient experiential evidence that the skill canbe transferred to their environment with ease. TESTING/EXAMINATION Participantswill be able to testthe information duringoneormore field trip exercises.Participantswill visit apublic place wherethey will navigate a set ofvariables unknowntothem. Thefacilitator will requestfor them toexplain in medium to excellent detail their thoughtprocessand taking each lesson into account. Eachpublic outingisdesigned andrequiredtohave sufficientmeansbywhichtheinstructorkeepparticipantsadequately appraised of their progress,additionally, participants canprovide the facilitator withtheir thoughtsand what they want to revisit in orderto grasp the methodology. COURSEREQUISITE Participantswill havetoundergoabasic backgroundcheckpriortoattendingclass.Foreducators, weaskfortheprincipal to recommendeach teacher/administrator in writing in lieu of backgroundcheck. CONTINUED EDUCATION CREDITS The program information is highly sensitive and confidential. It keeps our special forces operators and intelligence operatives alive. Assuch,weare not allowed to putthe programin writing;however,have yourorganization’s leadership contactusto worka way foryou to get credit hoursfortraining. SCHEDULING A CLASS DTRDtraining is available in several formats,each designedto fit anindustry.We customizethe programto fit additional schedulingchallenges. Below are some of the formats available. ï‚· Education: 3 non-consecutivefulldayswithin 30 days (allows schedulingchallenges) ï‚· Corporate: 3 days-1 day, followed by 2 consecutivefull days 7-14days later ï‚· SchoolRO: Same as LEO ï‚· LEO: 5 Full days at ourfacility in Naples (Includes2-milesniper range) ï‚· AIRPORT: We canprovide training programsfor those in chargeof public safety at airports. Should youwork in that capacity(TSA,DHS,CBP,AirportAdministration,SheriffDept.)