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 marketing are topics discussed. The manual contains lesson plans and a participant's guide. The seminar was held in Lewisburg, Pennsylvania, September 14-16, 1993.
This 3-day broadcast program provides participants with the knowledge and skills to develop a formal on-the-job training (OJT) program for new employees based on a corrections-specific FTO model. It includes using the FTO task-specific format, developing FTO modules, conducting proficiency tests, and implementing a formal FTO teaching process. Each participant will develop an FTO module as part of the training. Several demonstrations of the FTO format and teaching process are provided. This model can be used in a prison, jail, or community corrections facility that provides 24-hour care.
Regional field coordinators serve as liaisons to the National Institute of Corrections and are responsible for initiating, coordinating, and disseminating quality training initiatives and network resources responsive to the needs of correctional agencies. This document, in the format of a DACUM profile, outlines the duties and related tasks of regional field coordinators. It also summarizes the knowledge, attitudes, skills needed to enter this profession, in addition to past experience with operating related equipment and tools.
Duties with corresponding tasks are provided in this DACUM profile of a Warden/Superintendent. Characteristics associated with worker traits and attitudes, and general knowledge and skills are also listed
"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.
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; employ learner-centered technologies; help participants succeed with realistic performance objectives; facilitate the transfer of learning to the job setting; promote consistency between training programs; document knowledge and skills taught, teaching methods used, and evaluation of the learning; and promote the inclusion of a lesson plan.
Contents: Part 1: The Manager's Role--Part 2: The Trainer's Role.
This blended-learning, self directed course provides the user with the knowledge necessary to create effective training programs. "Along the journey, you will have developed skills to help you assess, design, develop, and evaluate learner-centered instructional designs and curricula targeted to enhance employee job performance." Modules making up this training program are: program overview; learner centered instruction; assessment; performance objectives; ITIP (instructional theory into practice); instructional strategies; evaluation; designing a training design; and closure/certification. In addition to instructional content, these disks have additional resources such as video vignettes, worksheets, and additional reading.
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.
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.