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Learning and Performance - Training Delivery

Liability issues related to correctional training programs are discussed. Participants will be able to:

  • Analyze training programs to determine if they are legally defensible;
  • Determine the need to acquire copyright permission for material used;
  • Identify alternative delivery strategies applicable to a particular setting;
  • Apply the elements of a good documentation system to their agency/facility;
  • And analyze their current system and develop a plan to correct any deficiencies.

Pertinent forms and handouts are also provided.

Avoiding Your Day in Court -- Addressing Training Liability Through Defensible Strategies Cover

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).

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"This Training Resource Package recommends several cost-effective methods of providing in-service training for existing staff (p.3)." Sections of this document include: theme--if it meets all the requirements of "Defendable Training," it is training; executive summary; introduction; needs; training delivery options--in-service field training, shift overlap training delivery sessions, experiential training, shift scenario reviews, staff independent studies programs, training presentations during staff meetings, and other in-service training methods (e.g., correspondence courses, ride-alongs, videos, e-learning, satellite downlink, training consortium, and classroom training); and summary.

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This 32-hour program will help participants develop the preparation, presentation, and platform delivery skills needed to conduct training using established curricula. Focus areas include the needs and characteristics of adult learners, learning styles, the role of the correctional trainer, managing a learner-centered training environment, asking and responding to questions, facilitating lesson plans, teaching to performance objectives, and basic teaching methods.

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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.

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This 16-hour course explores the skills needed in leading group participants to achieve specific learning goals. The following modules are contained in this curriculum:

  • Introduction and course overview;
  • How we process learning;
  • Predicting and accommodating learner behavior;
  • Setting the climate;
  • Utilizing facilitation strategies for learning;
  • Dealing with conflicts in groups;
  • And presentations.

Also included are copies of overheads used.

 

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