Learning and Performance
The National Institute of Corrections' 2015 Learning and Performance Symposium activities focused on the single most important need identified by participants of the inaugural 2104 Learning and Performance Symposium - Forty Forward. During the needs assessment process of NIC’s first learning and performance symposium, practitioners said their single most important need is for innovations in training and learning delivery.
2015 Symposium activities focused on innovations in training and learning delivery included: presentations by corrections professionals representing various agencies on ways they are implementing innovations in learning and training delivery; breakout session in discipline specific groupings (prisons, jails, juvenile justice and community corrections) to discuss innovations, barriers, resources and potential solutions related to improving learning and training delivery; opportunities for professionals from local, state and federal corrections agencies in all disciplines to network and share ideas and resources related to innovations they are trying out or implementing within their agencies; [and] presentations focused on research-based strategies followed by discussions focused on different approaches to implementation.
This Proceedings Document sequentially highlights all the key content and activities of the two-and-a-half day 2015 NIC Learning and Performance Symposium attended by 138 corrections professionals from all disciplines including prisons, jails, community corrections and juvenile justice.
Content includes: Day 1 - Symposium Overview Page; Activity: Write Your Personal Motto for Learning and Performance; Activity--3 Questions - What are you looking for? Why are you at the Symposium? What will you do to get what you want?; Presentation: Strategic Thinking/ Problem Solving Training Delivery; Activity: Force Field Analysis of Training Transfer - Driving Forces vs. Restraining Forces Page; Activity: Conceptual Thinking - Build an Inter-relational Diagraph Page; Activity: Creative Thinking - Inventing & Innovating - Build and “Sell” an Innovative Training Tool; Breakout Session: Innovations, Barriers, Resources and Solutions; Activity: Set a Training Goal. Identify Barriers, Receive Peer Coaching; Day 2 - Presentation: NIC Learning Delivery Innovations; Presentations: From the Field - Learning Delivery Innovations (13 Presentations); Presentation: Training Truths - Engagement and Practice; Presentation: Virtual Response as an Engagement Tool; Activity: The Value of Practice; Guided Practice: Strategies Application; Training Design Tools; Activity: Hunting for the Good Stuff; Day 3 - Next Steps; Activity: What If?; Activity: Lead the Charge! Carry the Flag!; and Activity: Town Hall Discussion.
This Proceedings Document reflects all the key content and activities of the three-day 2016 NIC Learning and Performance Symposium attended by approximately 100 corrections professionals from all disciplines including prisons, jails, community corrections and juvenile justice.
Anyone involved or interested in the future of learning and performance in corrections should read this publication. “This white paper focuses on learning and performance challenges in the 21st century including the role of technology in learning programs and the incorporation of evidence-based practices into program design and delivery. The paper offers an extensive review of learning research in the areas of theory, learners, learning organizations, instructional design, program design, delivery methods and modalities, learning transfer, and program assessment” (p. 2). Sections following an abstract include: the background of the National Institute of Corrections NIC) Academy; exploring and addressing challenges facing correctional learning professionals; research and theory—evidence-based practices; learners and learning; learning professionals; learning organizations; instructional design; methods and modality; transfer; assessment; and how to make and promote change. Appendixes cover theoretical models and implications for learning programs; the American Society for Training and Development (ASTD) Competency Model; and terms used (glossary).
This material is from the inaugural Learning and Performance Symposium. This event focused "on learning and performance practices based on established theory and research as well as the effective practices of successful learning leaders."
Sections comprising the manual are: the Forty Forward agenda; "Correctional Learning and Performance: A Vision for the 21st Century" (2012) (NIC accession number 026506); needs assessment; "Innovation: Professional Development Series" by Barbara A. Collins and Michael Guevara, "Innovation: Learning and Performance Competency Model" by Lance Anderson, Megan Poore, and Amanda Hall, "Core Competencies for Corrections Learning and Performance Professionals matrix, "Competency Profile of Correctional Trainer (DACUM), "Innovation: A Session with Jane" by Jane Bozarth and Leslie LeMaster, "Innovation: Resiliency in Corrections" by Michael Connelly and Amanda Hall, and "Resilience in Corrections: A Proactive Approach to Changing Conditions" (2014) (028089); "Bits and Bites: Learning and Performance Research: Stop Talking! Stop Power Point! Stop Creating Training Events! by Bernie Iszler, "508 Compliance" by Milan Hatch, and "Blended Learning" by Steven Swisher; collective visioning; documents related to "Forty Forward" in development; and "Favorite Learning and Performance Resources" for Bernie, Leslie, Amanda, Michael, and Scott, "Workplace Learning Annotated Bibliography (2014) (024728), and "Core Competencies for Corrections Learning and Performance Professionals List of Tools and Resources by Competency": Professionalism (Integrity, Professional Development, Self-Awareness), Leadership (Adaptability, Change Management, Decision Making, Facilitate Learning Culture, Problem Solving, Team Development, and Visioning), Information Management (Content Curation, Critical Thinking, Digital Literacy, Research, and Organizational Literacy), Communication (Active Listening, Coaching, Feedback, Collaboration, Influencing Others, Interpersonal Skills, Motivating Others, Public Speaking, and Questioning), Learning and Performance (Innovation, Learning Theory and Research, Learning Needs Analysis, Learning Delivery, Manage Learning Environment, Facilitate Learning Climate, Learning Design, Learning Material Development, Assessment and Evaluation, Leverage Learning Technology, Learning Architectures, Learning Materials and Strategies, Review and Edit Learning Materials, Legal and Regulatory Compliance, and Quality Assurance), and Resource Management (Auditing, Budgeting, Hiring and Staffing, Time Management, Strategic Planning, Strategic Thinking, and Project Management).
Sections comprising the proceedings include: symposium summary; planning and design; needs assessment process and outcomes—Opening Session; Breakout Session One "Needs Specific to Trainers", Breakout Session Two "Needs by Type of Training", Breakout Session Three "Needs by Staff Role and Responsibilities", Breakout Session Four "Needs by Jurisdiction and Population", Breakout Session Five "Validation"; Closing Session regarding the top ten needs; and content presentation summaries.
Are you interested in getting more bang for your training buck? Leveraging the impact of your training department? Being effective with the training you prepare for, design, deliver and transfer into the workplace? Following the science of learning into practice? And you know that "content covered is not content learned?" Then this blended, interactive training broadcast / experience can assist with a transformation of your training department / unit into a center of learning and performance that can directly impact employee on-the-job performance. During this national training program sponsored and broadcast by the National Institute of Corrections on January 16 and 17, 2013, facilitators will: Identify the role of the agency leadership, agency supervisor, trainer and learner in preparation for training and the influence that role has on performance; Explore the research regarding the management of content and its impact on learning and performance; Explore the importance of providing learners the opportunity to practice new skills and knowledge and the effect that has on performance; and Discover the connections between performance expectations, evaluation and transfer of learning and how they affect the learner. Also included are the Facilitator Manual, Participant Guide, and PowerPoint slides from the two-day presentation.
This three-hour broadcast is intended to help realign your training with agency outcomes to help your agency become a learning organization.
Using a variety of methods—including discussions, participant and team activities, and demonstrations—the broadcast will explore learning organization principles as exemplified by the work of David Garvin, Peter Senge and others.
During this discussion, participants will: recognize the importance of linking training to agency outcomes; identify three building blocks for creating a learning organization; and explore ways to realign organizations to support the link between training and agency outcomes.
"Today, the need to understand effective leadership is greater than ever before: we are living in a smaller, more global environment that is changing at a rapid, often overwhelming, and seemingly unmanageable pace. Accepting the status quo is not an option. High-performance teams require leaders who not only understand and can readily adapt to this changing world, but who foster and inspire continuous learning and improvement among each and every member of the team. Put simply, leading an effective organization means leading a learning organization" (p. 1). This NIC White Paper explains how you can make your agency into a learning organization by utilizing the work of Peter Senge and following the example of the Blue Angels. Sections cover; what a learning organization is; what a learning organization looks like; how it all applies to corrections; the importance of line leaders and managers; the function of executive leaders; the influence of internal networkers; and the future of corrections-leadership is learning.
"The purpose of this paper is to provide learning performance professionals, curriculum designers, trainers, and others involved in the training profession an overview of the importance of analysis and evaluation when providing training to correctional professionals. The ADDIE model of instructional system design (Analyze, Design, Develop, Implement, Evaluate) is the foundation of this paper and will be covered briefly. Emphasis is placed on analysis and evaluation, as they are the bookends of the ADDIE model. No training is complete without proper analysis and evaluation" (p. 1). Sections cover: introduction and overview of the ADDIE model; how ADDIE applies to corrections; benefits and importance of analysis; needs analysis; whether there is a training problem with veteran staff; determining needs for new employees; ADDIE steps-design, develop, and implement; evaluation introduction; Kirkpatrick's Four Levels of Evaluation; common evaluation methods; evaluating Kirkpatrick Levels 1 and 2; evaluating Levels 3 and 4; immediate, intermediate, and ultimate impact; next steps and call to action.
The use of workplace learning in “building your organization into a dynamic and flexible one, capable of meeting contemporary challenges” is addressed (p. 2). These annotated citations are grouped according to what workplace learning is, its importance, how to implement it, and how workplace learning has been implemented.