Learning and Performance

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

This user-friendly tool kit is: grounded in research; follows and promotes the use of the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) model and ITIP (Instructional Theory Into Practice) format; and provides “a mechanism for the user to work with curriculum designers to set expectations

Characteristics that result in the best performance of correctional managers and supervisors are identified along with key skills, knowledge, and attributes of effective and successful leaders which are then linked to a set of specific behaviors. This manual includes an executive summary and the

Characteristics that result in the best performance of executive and senior level leaders are identified along with the key skills, knowledge, and attributes of effective and successful leaders which are then linked to a set of specific behaviors. Following an executive summary, this manual provides

A seven-step process for developing and designing a training program according to the ITIP (instructional theory into practice) format is described. Curriculum developers will be taught to create programs that will: teach state-of-the-art information and skills based upon needs assessment analysis

The National Institute of Correction's (NIC's) Service Plan for fiscal year 2009 contains opportunities available to those working in local, state, and federal corrections. Programming, information services, technical assistance, distance learning via satellite/Internet broadcasts, NIC Learning

Strategies for effective facilitation are provided. The following topics are covered: defining facilitation; basic facilitator competencies; two areas of team focus; facilitator's tip sheet -- starting up and showing attention; facilitator's tip sheet -- asking effective questions; stages of group

Training and practical experience in the techniques and skills of Co-Active coaching as the foundation of a leadership culture are provided during this 36-hour program. Topics covered include: leadership culture; coaching principles; commitment and high performance; Co-Active leadership coaching

The development and implementation of an in-house leadership and management development system (within existing agency parameters) are discussed during this 30-hour course. Sections of this manual include: training program introduction; setting a context and identifying trends; trainer and training

A self-paced course on how to be an effective mentor is presented. This workbook covers: performance objectives; the differing tasks of a mentor and a supervisor; qualities and experiences (resources) a mentor has; rules of mentoring; effective listening; setting expectations; goal setting; feedback

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

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

"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

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

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

The "concept of 'The Six Moving Parts of Correctional Employee Training,' a model for integrating strategy into the organization's approach to training" is presented (p.1). Sections of this publication are: introduction; overview of the model's components; moving part 1 -- organizational readiness

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

"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

Developed as a demonstration during the "DACUM Facilitator Training" session, April 15-16, 1997 in Longmont, CO., this profile contains in brief form the competencies expected of a training administrator.

The need for and process of retraining in an organization are discussed during this 3-hour workshop. Topics covered include: what does retraining look like in your organization?; benefits of refresher/in-service training; philosophy of adult education and its application to retraining; addressing

Designed specifically for correctional trainers from all areas of corrections, this twenty-four-hour seminar instructs participants in the development of a strategic action plan that will link training with agency needs. Communication styles, individual and organizational change theory, and social