Since Dowden & Andrews’ 2004 meta-analysis on effective staff practices, the corrections field has been on notice that staff approaches that are fair, firm and transparent get better outcome results.
As staff develop their individual expertise with new skills, and also expertise on what works and doesn’t work for skill development, they become a rich source for ideas around creating engaging ways for supporting, mastering and integrating EBP’s into practice
In this edition, we take the next step into Communities of Practice – the first “tool for implementation” that engages the power of group learning rather than simple individual feedback.
In this edition, we take the next step into decision support databases, which use the accumulated performance assessment data to discern when individuals achieve competency or partial competency and overall training goals have been met, especially when sustainability is of significant interest.
Performance Assessment, aka “How are we doing with these skills, anyway?”
MI Coaching is of course a big part of what we do here at JSAT, and this is because we believe in it so much. It also happens to be one of the key drivers for effective implementation of any new skill within an organization. So we get just a tad excited about this subject!
When it comes to selecting staff to develop MI skills, there are two camps of thought. In one camp, all staff are required or “voluntold” to be trained and held to the same standard, creating an “all systems go” culture in which everyone experiences the new learning. In the other camp, the belief is that training and learning MI should be voluntary.