On this page you will find information about non-degree certifications I have completed as well as developmental courses that did not result in a degree or certification. Links to certifications have been included as well as descriptions of the certifications or courses when available.
Certifications
Lean Six Sigma - Black Belt
Go4sixsigma
OSHA-30 (Construction Industry Outreach)
Occupational Health and Safety Administration
SAFe 5 Agilist
Scaled Agile, Inc. (expired)
Emergency Medical Technician
Indiana Department of Homeland Security (expired)
Basic Life Support (BLS) for Healthcare Providers
American Heart Association (expired)
Real Estate Sales Person License
Real Estate Commission (expired)
Hootsuite Certified Professional
List Content
Lean Six Sigma - Green Belt
Go4sixsigma
Lean Six Sigma - Yellow Belt
Value Stream Consulting
Non-Certificate Courses
Completed a comprehensive review of project management including methodology, tool sets and documentation, and the project life cycle including analysis, planning, design and evaluation. The course also included a project management case study.
Completed the Disney Institute’s course on creating and sustaining effective leadership practices that nurture an environment of mutual respect and trust. During this course, I…
- Identified the personal and organizational values that drive me as a leader
- Created alignment between my personal values and vision and those of the business or team
- Shared a compelling vision for the future that drives action today
- Gained understanding of the values-infused role of a leader in culture-building and team support
- Learned how to sustain my organization’s values and vision during times of change
Completed the Disney Institute course on selecting and retaining the right people through active engagement. In this course, I…
- Adapted Disney business insights to assess and improve my organizational culture
- Learned how to shape my work culture based on desired employee behaviors and select people who are a right fit
- Learned to use training strategies that ensure employees are confident in their roles
- Discussed how to create a supportive environment through genuine care and recognition programs
Completed the Disney Institute course on how to differentiate my organization from competitors and build customer loyalty by understanding my customer expectations and putting the standards in place to exceed them. In this course, I…
- Assessed and improved my organization’s commitment to quality service
- Differentiated and elevated my service to become a provider of choice
- Designed standards for quality service and created a consistent service experience
- Gauged the needs, wants, stereotypes and emotions of my customers at an individual level
- Learned the processes necessary to develop a workplace culture that consistently delivers exceptional service
- Learned how to recover effectively from a service failure and turn it into an opportunity to strengthen customer relations
Completed training on how to respond to an opioid overdose effectively including the administration of Naloxone.
This course encompasses an all-hazards approach to Hazardous Materials (HazMat) incidents, including acts of terrorism where Weapons of Mass Destruction (WMD) materials may have been used. It provides participants the knowledge to recognize the hazardous material, protect themselves, notify others, and secure the scene.
ACT on FACTS is an updated version of the school-based suicide awareness program “Making Educators Partners in Suicide Prevention”. Like its predecessor, ACT on FACTS is a two-hour online interactive training program, designed in a series of modules. It addresses the critical but limited responsibilities of educators in the process of identification and referral of potentially suicidal youth. It focuses on the practical realities and challenges inherent in the school setting through a variety of training formats that include lecture, question and answer with content experts, interactive exercises and role plays. In addition to its other content, the program highlights four categories of youth who may be at elevated risk for suicide: youth involved in bullying, LGBTQ youth, gifted youth, and students being reintegrated back into school after a suicide attempt. The training includes optional content that addresses suicide in elementary and middle schools. There is also an additional module that includes the stories of individual survivors of suicide loss as well as a high school that experienced an episode of contagion. The focus in telling these stories is to highlight the importance of emphasizing resilience and protective factors after a loss event.
• Explain the roles of Federal, State, Tribal and local governments in reducing hazardous materials risks through Health and Environmental Regulations;
• Discuss the two major hazardous materials identification systems used within the United States;
• Identify possible terrorist’s targets of opportunities in the use of toxic industrial chemicals (TIC) as Weapons of Mass Destruction (WMD);
• Identify locations where hazardous materials are commonly found and how to determine their potential health effects;
• Describe basic terms that pertain to exposures to hazardous materials;
• Read and interpret a materials safety data sheet (MSDS);
• Explain how hazardous materials enter the body and contaminate the environment;
• Describe what communities can do to increase their emergency preparedness to respond to hazardous materials incidents; and
• Identify steps individuals and communities can take to protect themselves during a hazardous materials release.
- Explain the principles and basic structure of the Incident Command System (ICS).
- Describe the NIMS management characteristics that are the foundation of the ICS.
- Describe the ICS functional areas and the roles of the Incident Commander and Command Staff.
- Describe the General Staff roles within ICS.
- Identify how NIMS management characteristics apply to ICS for a variety of roles and discipline areas.
- Describe how the NIMS Management Characteristics relate to Incident Command and Unified Command.
- Describe the delegation of authority process, implementing authorities, management by objectives, and preparedness plans and objectives.
- Identify ICS organizational components, the Command Staff, the General Staff, and ICS tools.
- Describe different types of briefings and meetings.
- Explain flexibility within the standard ICS organizational structure.
- Explain transfer of command briefings and procedures.
- Use ICS to manage an incident or event.
- Describe and identify the key concepts, principles, scope, and applicability underlying NIMS.
- Describe activities and methods for managing resources.
- Describe the NIMS Management Characteristics.
- Identify and describe Incident Command System (ICS) organizational structures.
- Explain Emergency Operations Center (EOC) functions, common models for staff organization, and activation levels.
- Explain the interconnectivity within the NIMS Management and Coordination structures: ICS, EOC, Joint Information System (JIS), and Multiagency Coordination Groups (MAC Groups).
- Identify and describe the characteristics of communications and information systems, effective communication, incident information, and communication standards and formats.
- Describe the purpose, scope, organization, and underlying doctrine of the National Response Framework.
- Describe the roles and responsibilities of response partners.
- Describe core capabilities for response and actions required to deliver those capabilities.
- Describe coordinating structures and operational planning used to support emergency response.
- Describe how the stabilization of the seven Community Lifelines reduces threats to public health and safety, or economic security.
Indiana Department of Homeland Security (IDHS) Courses
The purpose of this course is to assist you in developing your repertoire of techniques used to identify, rescue, triage, and treat victims of an emergency situation, especially those who may be suffering from Autism Spectrum Disorders. What is Autism Spectrum Disorder (ASD)? Why can knowledge of this disorder be important to an emergency responder? During this course, we will attempt to answer these questions and more so that you can more effectively respond to victims who have a special needs.
The purpose of this course is to provide knowledge of a system that will help quickly and effectively conduct medical triage on a mass casualty scene. When 1st responders arrive on a mass casualty scene, the rules of triage change. Responders must do the greatest good for the greatest amount of people injured. START Triage provides methodology and a system to do this. After taking this course you should be able to: Discuss each letter in the acronym START. Define “Triage”. Diagram the location of the triage function within the Incident Command org. Spot errors orgs make that negatively affect triage. List examples of who should be trained in START Triage. Explain the three START system criteria. Diagram the four step process using the decision tree. Explain the mnemonic 30-2 Can-Do. Explain the purpose of JumpSTART Triage. Explain the differences between START and JumpSTART. Explain the acronym APVU. Explain the purpose of triage tags, and name three characteristics of triage stages.
This course is intended to provide information you can use if you and your coworkers find yourselves in an active shooter situation. Much of it has been taken from a publication produced by the U.S. Department of Homeland Security (USDHS) entitled: Active Shooter—How to Respond. Additional information was gathered from a presentation created for the Santa Monica College by the Santa Monica Police Department in California. We have also studied videos concerning active shooter incidents and have extracted some important lessons we learned from these incidents.
The purpose of this course is to provide you with information needed to develop effective standard operating procedures for your organization. Emergency management and public safety are complex functions by organizations of people. These functions cannot be accomplished efficiently, effectively, and safely without careful forethought of the methodologies to be used. This is especially true during emergencies. Properly crafted procedures assist individuals of the organization to function as expected and as planned in situations where a disciplined approach is necessary. Standard operating procedures can mean the difference between chaos and order in an emergency.
We all have communications skills, but like so many things they can be taken for granted and always can be improved. Communication skills affect both our professional and personal lives. We have learned to read, write, and speak and because of this, we feel that we communicate effectively. What we may not realize is that we are not as effective as we could be if we understood some of the things that take place in all of us during communications, especially important ones. There are many processes that combine to create this thing we call communications, and by becoming aware of them, you will be able to greatly enhance your communications effectiveness.
The purpose of this course is to assist you in developing your repertoire of techniques used to identify and appropriately respond to victims of an emergency situation who may have a physical, cognitive, or emotional condition requiring attentiveness to their functional needs. This course only pertains to considerations of the responder during an emergency or disaster to help them better respond to the needs of those with disabilities. It does not discuss local planning or incorporation of the Americans with Disabilities Act (ADA) with respect to facilities, processes or procedures of an organization in its interaction with people who have disabilities as defined in the Act. This course also will not discuss needs of those who are incarcerated or simply have no transportation, but must be evacuated to safety.
This course jointly offered by the Indiana State Police, the Indiana Department of Administration, and the Indiana Department of Homeland Security is intended to help you to protect yourself from illness, injury, or death from malicious items delivered to your workplace. Because of the various threats posed by disgruntled former employees and terrorists, all government employees can become victims. Learning the signs of a potential attack and how to respond can save your life and the lives of those around you.
This training consists of several modules with a short practice quiz at the end of each section. There is also a final, comprehensive quiz at the end of the training. You must score at least 70% on the final quiz to receive credit for the course.
Module 1 explains the need to communicate during an emergency, and how communication impacts the mission, saves lives, and ensures safety.
Module 2 explains the basic concepts associated with radio communication, factors that may affect system coverage, radio protocol, and radio frequency, also known as RF safety.
Module 3 describes how a trunked radio system operates and the issues associated with system interruption.
Module 4 explains how the 800 MHz radios support both routine daily use and emergency operations, and the importance of interpretability between and among responders.
Module 5: There are many radios that can be used on the statewide system. We give you two examples used and general programming information for these radios.
This course focuses on what you need to know to conduct initial assessments for Individual Assistance (IA) operations, after damage has occurred to homes or businesses of a community. Public Assistance (PA) assessments will not be covered here.
The purpose of this course is to provide you with information you may need to develop effective donation management for your organization. Total reliance on government funds limits the capability of a public sector organization to accomplish its mission. During any full-blown emergency, there are so many tasks to be accomplished and things the people need. Nothing is free, and some things don’t qualify for reimbursement. To a stricken community, donations of money, food, water, clothing, blankets, and cots are very welcome.
But, how do you manage all that in a way that it is effectively distributed and accountable.
Emergency Response Guidebook training (not including Hazmat Awareness).
HazMat Awareness training
The purpose of this course is to assist in developing a program or programs that use local volunteers as staff. There are times of emergency when local responders are overwhelmed with tasks that directly relate to saving lives and property, and restoring order to the community. Local volunteers can help by completing a multitude of tasks that free the responders to do their primary missions. Volunteers can be a valuable resource if properly planned for, trained, and utilized. By the end of this course, you should be able to: Discuss the difference between volunteer agencies and organizations. Discuss what volunteers are and where they come from. Discuss the pros and cons of a volunteer program. Discuss the seven steps of developing a volunteer program. Discuss how to work with volunteer agencies and community based organizations. Discuss some of the special issues that accompany volunteer programs.
ISFSI Modern Construction Considerations training.
This course focuses on the methods and techniques needed to conduct effective collaborative problem solving and decision making meetings.
This course jointly offered by the Indiana State Police, the Indiana Department of Administration, and the Indiana Department of Homeland Security is intended to help you, the supervisor; protect yourself and your staff from illness, injury, or death from malicious items delivered to the workplace. Because of the various threats posed by disgruntled former employees and terrorists, all government employees can become victims. This course is intended to assist in preparing your organization for response to attacks that use chemical, biological, or explosive agents or devices. Some of the situations presented in this course may be disturbing. The intent is not to make you paranoid or afraid of everyone in the workplace. It is our intent to make you aware of the potential for an attack at the workplace; and you the supervisor, can play a critical role in averting it or lessening its effect. This course provides options you might not have been prepared for if you hadn’t taken it.
The purpose of this course is to provide you with very basic information you may need to conduct more effective training in your organization. We recommend the Indiana Department of Homeland Security Presentation Skills Course as an excellent follow-on course to improve your skills on the training platform. For more experienced trainers we recommend the Master Trainer Program from the FEMA Emergency Management Institute, which teaches you how to design and develop effective training.
Blood-Borne Pathogen Safety