Did you know that 99% of all leadership occurs not from the TOP but from the MIDDLE of an organization? Join the National Institute of Corrections (NIC) to explore the qualities of effective leaders at all levels and the essential skills necessary to flourish in one’s own management style while respecting organizational structure and mission. Through a series of interactive activities, we will explore how current and future leaders can bring relevant tools, values, and influence to and from every level of a correctional organization.
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; listening levels; coaching practice; learning steps; powerful questions; complete requests get action; action and awareness create continuous learning; values; assumptions and interpretations; the "gremlin" concept; talents; a typical six-month coaching engagement; foundation checklist; career discovery questions; designing the coaching relationship questions; and acknowledgement.
"EBDM is a strategic and deliberate method of applying empirical knowledge and research-supported principles to justice system decisions made at the case, agency, and system level. The initiative team developed the EBDM framework, which posits that public safety outcomes will be improved when justice system stakeholders engage in truly collaborative partnerships, use research to guide their work, and work together to achieve safer communities, more efficient use of tax dollars, and fewer victims. The goal of [National Institute of Corrections'] Evidence-Based Decision Making Initiative is to build a systemwide framework (arrest through final disposition and discharge) that will result in more collaborative, evidence-based decision making and practices in local criminal justice systems. The initiative is grounded in the knowledge accumulated over two decades on the factors that contribute to criminal reoffending and the processes and methods the justice system can employ to interrupt this cycle of reoffensed decisions can produce more effective policy decisions, and as a result, better outcomes for the community." Information about the NIC EBDM initiative can be found here. Points of access are: home--introduction; framework; phases—Phase I Framework Development, Phase II Planning Process, Phase III Implementation, and Phase IV Expansion to Statewide Structure, and Phase V - Building EBDM Capacity at the Individual, Agency, and System Levels; pilot sites—links to webpages with information about each of the seven pilot sites about: the EBDM stakeholders (i.e., the vision for EBDM, the EDBM executive committee composition, and what stakeholders in the pilot site are saying about the EBDM initiative), harm reduction goals, and material produced by the pilot site about EBDM in their jurisdiction; EBDM Roadmap Starter Kit—Activity 1--Build a genuine, collaborative policy team; Activity 2--Build individual agencies that are collaborative and in a state of readiness for change, Activity 3--Understand current practice within each agency and across the system, Activity 4--Understand and have the capacity to implement evidence-based practices, Activity 5--Develop logic models, Activity 6--Establish performance measures, determine outcomes, and develop a system scorecard, Activity 7--Engage and gain the support of a broader set of stakeholders and the community, and Activity 8--Develop a strategic action plan for implementation; documents—"Press Release Mesa County [CO]", "A Framework for Evidence-Based Decision Making in Local Criminal Justice Systems (A Work In Progress, Third Edition)", and the "EBDM Readiness Checklist"; and related publications.
"The purpose of this Guide is to prepare and assist VSPs [victim service providers) to become part of an EBDM [Evidence-Based Decision Making] policy team, as outlined in "A Framework for Evidence-Based Decision Making in Local Criminal Justice Systems" (https://s3.amazonaws.com/static.nicic.gov/Library/031408.pdf). To help prepare VSPs for this role, the Guide provides: A rationale for VSPs to become involved with the policy team; An examination of the benefits that can accrue from the participation of VSPs in the EBDM process; A description of how VSPs can become part of the EBDM process and how the EBDM principles apply to their work; An exploration of common interests and potential challenges and barriers that VSPs and criminal justice system stakeholders collectively face while engaging in this work, and possible solutions; A link to a primer on EBP and EBDM; A brief overview of why it is important to victims for VSPs to understand the purpose and use of risk/needs assessment tools, a critical component of EBP and EBDM; and Links and references to other information and resources that can help VSPs to educate themselves about becoming part of EBDM policy teams and to conduct evaluations of their own programs" (p. 4). Sections include: introduction; Ten Core Crime Victims' Rights; advancement in the criminal justice system—evidence-based practice (EBP) and evidence-based decision making (EBDM); purpose of this guide; audience for VSP User's Guide; why VSP's should participate in the EBDM process; the unique contribution VSP's can make to the EBDM policy team; becoming part of the EBDM process; what EBDM means to VSPs; how the EBDM principles apply to VSPs; VSPs as an integral part of an EBDM process—what an ideal scenario would look like; VSPs' involvement in key decision points in the criminal justice system—decision points in the EBDM process, and intersection of EBDM decision points and victim considerations; common interests and potential challenges and solutions—prevention, offender accountability, victim needs, limited resources, working with diverse populations, and navigating a complex political environment; conclusion; and a holistic approach to serving victim needs (postscript). Appendixes included are: Why It Is Important to Victims for VSPs to Understand the Purpose and Use of Risk/Needs Assessment Tools; and Tools/Resources for evidence-based decision making, applying EBP to victim service programs, and general victim advocacy issues.
This 36-hour training program targets skills needed to effectively lead a juvenile corrections or detention facility. Modules contained in this manual are: creating our context for learning; the roles and functions of a juvenile facility director; exploring your leadership style; the impact of today's changing juvenile justice workforce; shaping your facility's vision, mission, values, and culture; addressing your facility's external environment; managing change; developing well being in yourself and others; and developing your individual project plan.
This 16-hour course is designed for managers who run meetings and/or lead task groups. This curriculum is divided into seven modules:
- Introduction and course overview;
- What is facilitation;
- Know yourself and your group;
- Getting started;
- Getting work done (task tools);
- Handling challenges;
- And completing work.
Lesson plans, Participant's Manual, and overheads are included.
New course! High expectations are often placed on a new manager. Along with these expectations comes the pressure to prove you are capable of being the boss and managing people effectively. When managing for the first time, establishing credibility early and building new working relationships can go a long way in helping you succeed in adjusting to your new responsibilities. This course describes ways to manage former colleagues effectively and establish credibility as a first-time manager. You'll also learn how to balance conflicting expectations as a new leader. Estimated duration: .5 hours.
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.
The process by which it was determined what knowledge, skills, and abilities jail leaders should have in order to be successful at their jobs is explained. Those 22 identified competencies are described in detail. Sections of this report include: introduction; overview of the literature review; Advisory Committee deliberations; subsequent refinements; focus group sessions at national conferences; drilling-down to the KSAs; methods; outcomes for the core competencies and related charts; and summary and conclusions. It should be noted that “that the individual components of KSAs are so interrelated that one cannot occur without the other” (p. 18).
Leadership basics for mid-level managers are covered. Participants will be able to: define leadership; compare and contrast leadership and management; identify challenges faced by mid-level managers; describe the primary roles of a leader; define the four levels of leadership; identify myths and realities of leadership; identify effective leadership characteristics and principles; and determine their specific style of leadership. Presentation overheads, instructor notes, participant guide, and Personal Leadership Assessment instrument are included.