Crime Scene Training: Fingerprints

Crime Scene Training: Fingerprints

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Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Crime Scene Training: Fingerprints

RUNNING HEADER: PROPOSAL FOR TRAINING

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PROPOSAL FOR TRAINING

Executive Summary

Training is imperative for CSI trainees, as it provides them with pertinent information on how to handle crime scene investigations properly. This repost includes a review of two training modules: Crime Scene Training: Blood and Crime Scene Training: Fingerprints. Each of the modules provides guidelines and tutorials for CSI trainees to follow when looking for fingerprints and blood samples at a crime scene. Not only do they provide the trainees with guidelines, they also take the trainees through virtual interactive tours of a crime scene, in which the trainee puts what they’ve learned from the training to use. The design of the modules is simple and yet efficient. However, one of them needs re working and the both of them could benefit from being combined with hand-on training. With the adjustments and additions the modules could prove to be even more beneficial for trainees, and allow trainees to fully grasp the concept of the learning objectives; all while ensuring the benefit exceeds the cost.

1. Crime Scene Training: Fingerprints

The Crime Scene Training: Fingerprints module is actually an interactive video training session for CSI trainees. It is approximately 10 minutes long and provides a review of what is essential for trainees to think about when handling fingerprints at a crime scene. The video highlights how to capture fingerprints on different surfaces as well how to properly document and package them for further examination.

As stated above the training is interactive. Before the training begins, it allows the user to choose between a male and female CSI trainee. In addition, during the virtual crime scene tour, trainees can select items at the scene in order to learn how to properly collect samples on each. The video also provides a self-check in which trainees can review answers as well as gathering more information on why the answers are correct. This allows the trainee to control their learning as they are choosing the items to review.

Because this is partly an audiovisual training method, this type of training would likely be suited best for self-motivated visual and auditory learners. The video includes a narrator as well as images that depict what the video is meant to deliver. The trainees or user of the training do not have the ability to ask any questions, they must take notes or review the transcript if something is not understood. Even though it may be suited for audio/visual learners, it can be cost-effective and beneficial anyway.

Currently the cost of the training as it is, is around $150 per trainee. With 25 CSI trainees per class, that is that brings the cost to $3,750. While it may seem like a lot, there needs to be consideration of the savings in which the training can bring as well. In the past year, cases of cross contamination and documentation errors have costs the CSI Dept. a total of $33,000; this would cost-benefit savings of approximately 9:1 (33,000/3,750). This will create a return in investment of 6 or 780% (33,000-3,750/3,750).

It is clear that the training is well worth the cost. The potential savings are great and the module is effective. The included transcript provides additional data and the trainees can use it as reference. It is fairly short, however long videos tend to bore trainees and they can easily lose focus. The interactive segment also allows for trainees to stay in tune and it keeps them focused on the video. Overall the module is useful, effective and can immediately begin to save the organization money.

2. Crime Scene Training: Blood

The Training module “Crime Scene Trainig: Blood”, is another computer-based interactive training video similar to the Fingerprints training module. This five minute training module, reviews what trainees should be thinking about when dealing with blood at a crime scene. The traininge is set in a simulated classroom. Just like the previoulsy discussed module the user picks a male or female trainee and then the trainee enters a clasroom like setting; where the instructor begins to discuss what the training will be on.

It begins with discussing the biological information of blood and it’s components; then discusses what blood patterns can tell an investifator about the crime scene. The section is fairly short, in fact it is shorter than the section in the Fingerprint training module; only lasting 2 minutes and 43 seconds. The scetion closes on discussing the roles of the individuals analyzing the blood and DNA tests. Like the Fingerprint module, the next portion of the module is interactive. The trainee simulation goes out to a crime scene where the user selects items at the crime scene and decides on the proper way to investigate, or collect. Although the training is similar to the Fingerprint training module, the information provided in the review does not really help with the interactive crime scene questions.

This training module is formatted just like the Fingerprint module, so audio and visual learning types would benefit the most from this training as well. Each of these modules have the same ammount of learner’s control. They both give the learner control through the interactive simulations. is also the same. While the objective for this module is for trainees to understand how to gather blood samples as well as how to read blood splatter; the review before the interactive segment is centered more on the biological and genetic information in blood as well as what investigatirs can decipher from blood spatter.

The cost of this training is identical to that of the fingerprints module, however the worth is comparible as this module is not as informative and doesn’t serve it’s purpose. Beofre considering this module for the trainees it needs some inprovement. The training needs to clearly adress the objectives while actually reviewing them; and it should probably be longer. This training would benefit from adding an actual hands-on aspect as well. Any thing that involves action should be combined with hands-on training because it gives the trainee a chance to actively participate. While the additions would obvioulsy increase costs, it may still be beneficial to include them.

Proposal

Overall, the design of the training modules are put togther well and they incorporate different aspects that keep the user attentative and involed with the training. The interactive part of the video is very beneficial to the overall training and it allows the user to become apart of the training. Bringing the trainee to a simulated classroom in the video, allows them to feel as if they are learning in a traditional classroom setting. Then with the transition to the crime scene including the virtual ride, requires the trainee to follow the story line and stay focused on the training. Once the crime scene simulation begins, the user is able to navigate and answer questions which includes details of what the correct answers are and why.

The computer-based training modules are current with the times as they incorporate technology and they are user-friendly. Technology-based training has many benefits. The benefits include reducing the costs associated with delivering training to employees, increasing the effectiveness of the learning environment, and helping the training contribute to organizational goals (Noe, 2013). If the same training were to be conducted in a live setting, not only would there be costs associated with creating a mock crime scene, but there would be costs associated with having a live instructor, having an actual classroom, training materials, and it would take significantly more time.

Although as mentioned in the analysis that costs are virtually nothing compared to the benefits, alternative methods for providing the training may cost more and notably reduce the cost-to-benefits ratio. The only alternative in which may increase the effectiveness of the training while keeping costs low, would be to make it a combination of technology-based training and traditional training. This would include incorporating hands-on training in addition to the module. Hands-on training methods such as simulations, on-the-job training, case studies and more, require the trainee to be actively involved in learning (Noe, 2013). In this particular case, in order to reach top effectiveness, simulation should be incorporated.

Simulation is a type of training method that represents a real-life situation, with the trainee’s decision(s) resulting in results that reflect what would actually happen if they were on the job in real-time (Noe, 2013). For CSI trainees, the simulation would embody an actual crime scene in which trainees would collect and examine simulated blood and fingerprint evidence. Even though the training includes a virtual version of this simulation it would be more effective for trainees to do it in real life, before actively investigating real crime scenes.

Although a real-life simulation would cost, the cost compared to the benefit makes the addition an investment. If simulation were added to this training, the cost per trainee would increase by $425. This would take the cost to $575 per trainee creating a cost of 11,500. Even with the addition the benefit would still be positive. The return on investment would then be 1.87 or 187% (33,000-11,500/11,500).

Recommendation

In closing, the modules alone are good, however they would be more effective as a whole if combined with a live simulation. Therefore the overall recommendation would be to adjust the objectives and review information on the Blood training module, and combine the training with live simulation. As noted, the cost of the training is going to increase. However, the increase in cost is not enough to outweigh the overall benefit. By incorporating this new combined the method, the training will be more effective while broadening the audience appeal to all types of learners; audio, visual and hands-on or kinesthetic.

References

Noe, Raymond. (2013). Employee Training and Development, 6th Edition. [VitalSource Bookshelf Online]. Retrieved from https://devry.vitalsource.com/#/books/0077831128/

Types of Learning Styles | LearningRx. (2016). Learningrx.com. Retrieved from http://www.learningrx.com/types-of-learning-styles-faq.htm

Week 5 Assignment

Your paper will analyze two of the trainings and should cover the following concepts. The organization of your paper will be like a report, so please use headings to organize the report. Your boss wants to know if you think these training modules will work for some upcoming training. The training will be for 25 people in your organization, at a cost of $150 per seat, for access for 2 weeks. You will be reporting to your boss as to whether you think your organization should purchase these trainings to use. You will provide a one-page analysis (each) for each of the trainings; and then on your final one to two pages, you will discuss the business case for using these modules (or not using them). This might include the cost-effectiveness of providing these modules as training to your organization, the benefits of using these modules for training, or any downsides and alternatives you recommend to the use of these modules. Based on your best estimate, determine whether you feel the value of the training will be recouped by the organization through a benefit (savings) or whether it will be borne by the organization as a necessary expense. Feel free to supplement your analysis with your own assumed facts. (Be as creative as you want to be.)

Page 1

Explain the background of one of the training videos, the content, the learning objectives that it would meet, the time frame it will take, and the style of learners it will appeal to.

Provide a brief analysis as to the quality of the training tutorial and whether it seems worth $150 per seat, and provide at least one alternative training method that could be done (and at approximately what cost). Use at least one alternative method of training discussed in Chapter 7. Finally discuss the cost of live-styled traditional training—hiring an expert in the field of the tutorial’s topic—or whether you feel you have in-house experts who could do this training just as well. These alternatives can be summarized and explained briefly.

Page 2

Write a similar analysis and write-up of the second training video. Where your thoughts are the same as for the first video, you can briefly summarize by saying, “This training is similar to the first module in the areas of . . .” Then move into what is different. Perhaps there are benefits as a result of the two modules being similar; explain these in your paper as well.

Pages 3 and 4

Propose to either use these videos for your training or some alternative method for training. In your proposal, explain to your boss (using professional-style writing) the reasons for your choice. Include the concepts that are covered in Chapters 7 and 8 as reasons for or against the use of the training tutorials or videos or modules or your alternative method you proposed on pages 1 and 2. Provide your final recommendation in your concluding paragraph.

Title Page and Executive Summary

On the front page of the report, use a title page. On page 2, create a brief executive summary (four to five sentences, tops) that provides to your supervisor the topic of your proposal with your final recommendation. Assume that your supervisor may want to use that document to send up the chain as a training recommendation, so include any specific numbers you feel are important in that document. (Note that APA sixth edition does not provide for executive summaries; instead, it discusses abstracts. APA sixth edition is for scholarly publications and not business writing. Because this is a report to your supervisor, title it as an executive summary to get practice in business writing method.)

Rubrics

Your points will be allocated as follows.

Analysis of the training modules

• First module: 20 points
• Second module: 15 points
• Proposal: 20 points
• Conclusion and Recommendation: 10 points
• Executive summary: 5 points
• APA formatting, style, and grammar: 5 points

I will look for signs that you have incorporated the learning concepts from Chapters 7 and 8 into your paper, along with your analysis and description of the training modules. Any math you provide for cost-benefit will be considered beneficial to your recommendations, so definitely include it. Errors in math will be noted only; points for math errors will not be deducted. Thus, please feel safe in trying your hand at creating some ROI and cost-benefit discussions in this proposal!

ASSIGNMENT Week 5 POINTS DISTRIBUTION

Graded Element	Points Possible	Points Earned	Comments
First Module	20	20
Second Module	15	15
Proposal	20	20
Conclusion and recommendations	10	10
Title Page – Executive Summary	5	5
Proper APA formatting	5	5
Total Points	75	75
Uniqua, See above and in the body of the paper for relevant comments, if any. Very well done. Prof. Smith

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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