Training in corrections
“Investigating Allegations of Staff Sexual Misconduct with Offenders is a 36-hour educational program that addresses the complex issues in investigations of staff on offender sexual abuse in correctional settings …
The objectives of the training are to ensure that participants are able to: 1. Review the Prison Rape Elimination Act of 2003 (PREA) and identify its impact on investigations of staff sexual misconduct with persons under correctional supervision; 2. Understand a comprehensive approach to addressing and investigating allegations of staff sexual misconduct with offenders- - policy, training and operational practices; 3. Understand legal and investigative implications and strategies to responding to staff sexual misconduct with offenders; 4. Understand the role of the prosecutor and review the legal tools for prosecuting staff sexual misconduct with offenders–their content, importance and relevance to investigations; [and] 5. Demonstrate and model how integrated relationships between police, prosecutors, investigators, and correctional personnel can help to ensure successful investigations and convictions of staff sexual misconduct with persons under correctional supervision” (p. 11-12).
Sections contained in this curriculum are: introduction; training agenda; teaching tips; welcome, introduction, and pre-test; lesson plans—Module 1 Training Objectives, Module 2 The Prison Rape Elimination Act update and overview, Module 3 State Laws and Investigations, Module 4 Agency Culture, Module 5 Action Planning, Module 6 Training for Investigators in a Correctional Setting, Module 7 Investigative Policy, Module 8 Operational Practices, Module 9 Investigative Techniques, Module 10 DNA and Medical Health Care, Module 11 Victimization and Mental Health Care, Module 12 Media Strategies, Module 13 Role of Prosecutors in Cases of Staff Sexual Misconduct, Module 14 Human Resource Issues in Investigation of Staff, and Module 15 Legal Liability and Investigations; wrap up; and an appendix including a sample pre-/post-test and a sample training evaluation.
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 four basic questions adults bring to training; and development of individual commitment statements.
This 3-hour program will interest anyone dealing with geriatric offenders. Issues covered during this presentation include:
- Who geriatric offenders are
- Awareness of their needs
- Staff training
- And special considerations for this population.
Participants will be able to: develop criteria to identify geriatric offenders; describe challenges and options for training staff and improving day to day operations to better manage this population; identify strategies, including stand-alone and integrated approaches, to address geriatric offenders’ needs; and identify sources of information and technical support for developing and implementing programs and services for geriatric offenders.
Making the transition from line staff to supervisor calls for developing new skills and competencies as well as a major shift in mindset from doing one’s own work to supervising the work of others.
This program focuses on core competencies for supervisors. These competencies include developing personal and professional goals, demonstrating leadership, solving problems, thinking critically, making decisions, managing conflict, coaching, counseling, providing discipline, and encouraging staff performance. The DVD package includes:
DVD 1: Group Edition (36-hour training program)
This disc is for facilitators wishing to lead a group through this program and contains videos, a facilitator guide, a participant guide, presentation slides, and supplemental material.
DVD 2: Self-Directed Edition (3-hour program)
This disc is for individuals wishing to go through this program independently. No instructor or group experiences are required for this edition.
"This report describes the EBDM [Evidence-Based Decision-Making] Phase II technical assistance approach and presents findings and themes from the process evaluation and outcome assessment (conducted from October 2010 to February 2012) of the technical assistance delivered to the seven sites selected under Phase II of the EBDM initiative … The Phase II technical assistance approach sought to facilitate both the Framework’s goals of recidivism reduction and harm reduction. This involved the adoption of well-evaluated principles and practices, while also allowing for some level of adaptation of these principles and practices to other parts of the criminal justice system … Evaluation results offer ample evidence that Phase II training and technical assistance enhanced site capacity in critical areas (i.e., strengthened collaboration, increased EBDM and system knowledge, increased support for EBDM principles and practices, identified change targets, and facilitated strategic planning) essential for successful implementation. Furthermore, stakeholders generally rated the TA positively, giving it high marks on relevance, quality, responsiveness, and utility" (p. VI-VII). This report is divided into five sections: introduction; evaluation approach—design and methods; EBDM Phase II technical assistance approach; examining the broader impact of Phase II--key findings from the evaluation: findings from the process analysis, findings from the cross-wave, cross-site stakeholder survey, agency collaboration, stakeholder engagement and coordination among key leaders, perceived benefits of technical assistance, implementation readiness, level of involvement in EBDM, stakeholder sphere, and summary; and conclusions and implications. The related NIC Evaluation Brief "Evidence-Based Decision Making in Local Criminal Justice Systems Initiative" is available at https://s3.amazonaws.com/static.nicic.gov/Library/029768.pdf.
This brief covers results from the report "Evaluation of Phase II Technical Assistance for Evidence-Based Decision-Making in Local Criminal Justice Systems" by Janeen Buck Willison, Pamela Lachman, Dwight Pope, and Ashleigh Holand (issued June 2012) available at https://s3.amazonaws.com/static.nicic.gov/Library/029768.pdf. It "describes the EBDM Phase II technical assistance approach and presents findings and themes from the process evaluation and outcome assessment of the technical assistance delivered to the seven sites selected under Phase II of the EBDM initiative. In doing so, we [the authors] explore the effect of Phase II technical assistance on the sites’ readiness for implementation and examine the broader impacts of Phase II participation for these communities. The report concludes with a discussion of implications and recommendations for future technical assistance efforts, informed by the lessons learned as part of this assessment … Evaluation results offer ample evidence that Phase II training and technical assistance enhanced site capacity in critical areas (i.e., strengthened collaboration, increased EBDM and system knowledge, increased support for EBDM principles and practices, identified change targets, and facilitated strategic planning) essential for successful implementation. Furthermore, stakeholders generally rated the TA positively, giving it high marks on relevance, quality, responsiveness, and utility" (p. 2, 3).
This video examines the needs, strengths, weaknesses, and risks associated with female offenders. Topics discussed include:
- The unique and complex issues surrounding female offenders;
- Barriers that female offenders encounter in the community;
- Techniques and skills for effecting positive change;
- Outside resources to assist in supervision;
- And the challenges and rewards of working with female offenders.
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.
The government deploys thousands of valuable corrections employees to serve the country each year. Thus, it is in the best interest of correctional agencies to be proactive in establishing programs that ease the process of deployment and the employees’ return to work.
This 3-hour program, broadcast on May 13, 2009, addresses strategies to help manage the effect of these deployments on an organization by accessing existing programs and resources. Participants will be able to: raise awareness of how military service members’ deployment and subsequent return to work affect your agency; address operational issues unique to the correctional setting; recognize why retaining and recruiting military service members makes good business sense; identify successful strategies and promising practices; and increase awareness of existing resources and programs for your military service employees.