Management & leadership skills
The primary focus of this meeting was data collection and the management information system (MIS). Contents include: meeting highlights; the use of data for planning, decision making, and measuring outcomes -- Parts I and II; the role of professional associations and their relationship with large jails in the 21st Century; roundtable discussion; legal issues update; future meeting issues; meeting agenda; participant list; and a copy of the "Religious Land Use and Institutionalized Persons Act of 2000" (RLUIPA).
This Large Jail Network meeting took place January 30-February 1, 2005, in Longmont, Colorado. Contents of these proceedings include: NICs Core Competency Model Project: Preparing Leaders in Corrections for the Future by Robert Brown; Training as a Strategic Management Tool by Tom Reid; Legal Issues and Mentally Ill Inmates by Bill Collins; Mental Health Services in Jails: Identifying Problems by Joel A. Dvoskin; Informal Announcements by David Parrish; Mental Health Issues: Open Forum Discussion by Collins and Dvoskin; Announcements by Representatives of Professional Associations; Justice and the Revolving Door: the Jacksonville Experience in Recidivism Intervention by Gordon Bass; Data Technology: Management, Sharing and Mining by Tom Merkel; Corrections into the Next Decade: The Use of Data in Modern/Urban Jails by Scott Bradstreet; Implementing Core Values and Mission Statement by Robert Hinshaw; Discussion of Topics for the Next Meeting by Richard Geaither; meeting agenda; and meeting participant list.
Those new to the implementation of evidence-based practices (EBPs) will find this publication to be a great guide to the process. This manual is designed to be used “both as a checklist of key management concepts and as a reminder of important organizational issues that need to be addressed to achieve positive public safety outcomes in an evidence-based environment” (p. vii). There are six chapters contained in this publication: creating evidence-based community corrections systems; getting started; organizational assessment—to know where you are going, you need to know where you are; strategic planning—choosing your destination; mapping the route—developing a workplan; and ongoing quality improvement.
Demographics, turnover, and leadership development for four levels of correctional management (e.g., executive leaders, senior leaders, managers, and supervisors) are analyzed. Sections comprising this report are: project background; key findings; the survey sample; overview -- analysis of data for all responses; analysis of data on executive level positions; analysis of data on senior leader positions; analysis of data on management level positions; analysis of data on supervisory positions; analysis of data on jails; analysis of data on prisons; analysis of data on community corrections; and correctional leadership demographics.
Strategies for developing, implementing, managing, and evaluating work teams within a work unit or agencywide are covered during this 36-hour program. Sections contained in this manual are: why teams?; dimensions of teamwork; teams and the organizational meeting; stages of team development; managing team conflict; and Team Playbook -- playing for performance (a workbook for this course).
Participants will assess their personal leadership styles and set specific goals for a career development plan during this 36-hour course. Five sections comprise this manual: leadership -- self-mastery, network relationships, and positive politics; our dragons -- feedback; relationships, power, and leadership; expanding our world view -- learn, change and grow; and returning renewed and refreshed.
A training program for first time correctional supervisors is presented. Sections of this course are: qualities and skill building for supervisors (personal position statement and the cognitive/behavioral model); values dissonance -- personal visa and organizational context; effective communication; making decisions and creating solutions; valuing differences; encouraging performance; team building; and Supervisory Development Plan.
The first-time manager often doesn't realize how much their new role differs from that of an individual contributor. They may have misconceptions about what being a new boss entails, and be surprised to learn that the skills and methods required for success as an individual contributor and those needed for success as a new manager are very different. This course describes some of the myths about managing people and their corresponding truths in order to clarify what a new leader really does. It also points to the typical demands and constraints of a manager's job. Finally, it describes strategies for dealing with common mistakes when managing for the first time. Estimate duration: .5 hour