supervisors leadership academy
TRANSCRIPT
Supervisors Leadership Supervisors Leadership
AcademyAcademyAcademyAcademy
International Community Corrections Association
Michael Collins and Kristy Pierce-Danford
September 10, 2012
About Us
• Community Resources for Justice
– Direct services
• Residential, reentry and day programming for adult and youth
offenders, at-risk youth, and adults with mental illness and
developmental disabilities
• Crime and Justice Institute• Crime and Justice Institute
– Nonpartisan consulting
• Policy analysis, research services, training and capacity building
technical assistance to improve public safety systems throughout the
country.
Background on CJI
• National leader in developing results-oriented strategies and in
empowering agencies and communities to implement
sustainable systemic change
• Goal of making criminal justice systems more efficient and cost-
effective to promote accountability for achieving better results
• Strength lies in our ability to bridge the gap between research
and practice in public institutions and communities, provide
evidence-based, results-driven recommendations, and support
implementation
Remember when…
Integrated Integrated
Model for Model for
ImplementationImplementation
Integrated Model
Created by CJI and its partners through a cooperative agreement with NIC in 2002
Integrating Effective Probation Practices (IEPP)
• CA Corrections
– De-centralized; County Autonomy
– County Probation; Adult & Juvenile
– Demographic Diversity; 3 to 6,500– Demographic Diversity; 3 to 6,500
• Immersion Model (accelerated version)
– Organizational Assessments
– Leadership Role of Supervisors
– Stakeholders
SLA Development
• Curriculum Development
– Assessment of current practices, competencies
and shortcomings
– Review of current training opportunities for – Review of current training opportunities for
supervisors
• Supervisor Core; annual training; other
– Diverse needs
• Institution, Field, Administration
– Professional curriculum developer and
engagement of a national advisory group
Curriculum
• Current and traditional leadership theory
applied using the lens of EBP
– Leadership, not management
• Six 2-day modules over 6 months• Six 2-day modules over 6 months
– 12 days total
• Application process and pre-course work
• Peer mentors
• Supervisor involvement and stakeholder
interactions
Strategies and Activities
• Lecture
• Small group discussions
• Team learning and teach backs
• Self-assessment of leadership competencies• Self-assessment of leadership competencies
• Role plays
• Journaling
• Workplace assignment
1. The Leadership Journey
1. State the difference between management and
leadership
2. Identify the characteristics and behaviors of an
effective leadereffective leader
3. Define organizational culture and climate
4. State the relationship of organizational culture to
effective implementation of evidence-based practices
5. Describe a learning organization
6. Make a commitment to participate actively in
developing their leadership skills and building
organizational capacity
2. Beginning the Journey
1. Describe the nature of change in today’s world
2. Identify the process of change in an organization
3. List the stages of change through which individuals
progressprogress
4. Differentiate between change and transition for
individuals
5. State the leader’s role in implementing change
3. Engaging Others
1. Describe a communication model
2. State the leader’s role in establishing good communications,
both vertically and horizontally
3. Identify the elements of emotional intelligence
4. Define the concept of interdependence as it relates to positive 4. Define the concept of interdependence as it relates to positive
interpersonal relationships
5. List the eight (8) characteristics of high functioning teams
6. Identify strategies for improving the functioning of their work
teams
7. Develop approaches to engaging external stakeholders (e.g.,
unions, judges, state’s attorneys, public defenders, community
organizations and providers)
4. Handling Rough Spots
1. Describe the cycle of conflict
2. Demonstrate good conflict management strategies,
both internally and among external stakeholders
3. Identify the impact of diversity (cultural, gender and 3. Identify the impact of diversity (cultural, gender and
generational) in the workplace
4. Bring out the best in people at their worst
5. Confront the difficult issues through open and
honest dialogue
6. Identify and address systems issues that are
impeding the progress of change
5. Celebrating Milestones
1. Develop a set of performance measurements
2. Identify available data that is useful in measuring results
3. List what other data they should be collecting
4. State ways in which data can be used in making decisions
5. Explain possible pitfalls in failing to use data in context5. Explain possible pitfalls in failing to use data in context
6. Describe how to establish milestones
7. State the impact of recognizing team and individual
performance
8. Establish a reward and recognition system
6. Continuing the Journey
1. Coach staff for improved performance
2. Prepare a succession plan
3. Develop mentoring relationships
4. State the various dimensions of wellness4. State the various dimensions of wellness
5. Design training based on an adult learning
model
6. Create a plan for their own continued
leadership development
SLA Evolution
Debut*
• Orange County pilot
So Cal
• Increased Richness and
CJI and CPOC**
• Capacity and
Statewide CPOC
• Internal pilot
• Hand picked
Richness and Diversity
• Changing environment
• Capacity and infrastructure building
• Increasing Demand
• Internal sustainability
• Driven by demand
*Funding provided by the National Institute of Corrections
** Funding provided by the Public Welfare Foundation
Phases I and II/IIA
• Debut– Orange County
– Professional facilitator from CJI
– Volunteer participants– Smarter and Cuter
– Manager/future facilitators invited to attend– Manager/future facilitators invited to attend
• Phase II and IIA – So Cal expansion
– Richness and diversity
– Administrative overhead expanded
– Organizational integration of curriculum and
facilitators
– Gradual facilitator fatigue
Phase III – CJI and CPOC
• Statewide expansion
– Improve the probation workforce in a time of
significant policy reform (SB 678 and AB 109)
• Capacity building approach– Host site volunteers (San Francisco, San Joaquin, – Host site volunteers (San Francisco, San Joaquin,
San Luis Obispo and Tehama)
– Significant collaboration across counties and
centralized management and oversight
– Ongoing evaluation and feedback• Participant evaluations, pre and post tests, facilitator
and host site coaching, and multi-directional
communications
Facts and Figures from Phase 3
4 SLA Academies
22 Facilitators in San Francisco, San Joaquin, San
22 Facilitators in San Francisco, San Joaquin, San
Luis Obispo, and Tehama
95 Supervisors, from 25 Counties
Reaching Countless Personnel, Clients and other
Stakeholders
Phase III Evaluations• 500 evaluations- “overwhelming, positive feedback”
– The majority of respondents agreed or strongly agreed to all of the
twelve evaluation questions.
– "Excellent course. I will take this knowledge with me throughout my
career.“
– "All supervisors should be required to attend.”
– "Very useful information, directly related to the challenges we are – "Very useful information, directly related to the challenges we are
facing in implementing EBP.“
– "Best class I've been to of all the years in trainings!"
• Pre and Post testing– 41% average increase in correct responses to questions specifically
related to the curriculum.
– Participants indicated an increase in the amount of times they used a
variety of supervisory skills.
• Results used to update curriculum materials and inform
subsequent sessions
Phase IV– CPOC Sustainability
• Continuation of 2 existing sites
– Tehama and Riverside
• Expansion to 2 new sites this month
– San Bernardino & Sacramento– San Bernardino & Sacramento
• 4 concurrent
– Expected to graduate 100 this year
• Driven by internal demand
Lessons Learned• Administrative support
• Economies of scale across jurisdictional lines
• Passionate champion
• Organization integration• Organization integration
– Not a “8 and the gate” “training”
• Organization impact through Individual
development, not EBP-centric
• Significant organizational energy required
• Selection and preparation of facilitators
• Role of participant’s supervisor
Even More Lessons Learned
• Long haul perspective
• Adaptability & augmentation of curriculum to
meet individual department needs
• Temper system change initiatives with • Temper system change initiatives with
external environment & internal change
• Watch instructor pool expansion & curriculum
fidelity
• Host sites---- cornerstone of success
What’s next?
• Regionalization
• Manager’s guide to SLA
• Impact assessments
– Participant– Participant
– Participant Supervisor
– Department
• Examination of Sup Core curriculum
• Continued expansion to other states and
counties
Contact Info
• Kristy Pierce-Danford
– Crime and Justice Institute at CRJ
• Micheal Collins
– 916-445-9435