Principles of Effective Intervention: Supervision-Leadership Skills

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Principles of Effective InterventionSupervision-
Leadership Skills

• William Chris Cunningham
• Grant County Community Corrections
• 501 South Adams Street
• Marion, Indiana 46953
• 765-668-6528
• ccunningham_at_grantcounty.net

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What we will cover?

• The principles of effective intervention
• How to merge Leadership and Supervision with EBP
  and PEI
• Modeling skills to impact change
• Taking current personnel system from task to
  change driven system

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Principles of Effective Intervention(Corrections)

• Risk Principle target moderate to high risk
  offenders (WHO)
• Need Principle target criminogenic factors
  (WHAT)
• Responsivity Principle styles and modes of
  service must be matched to the learning styles
  and abilities of the offenders (HOW)
• Objective Principle certain interventions are
  more effective at reducing or managing risk than
  others depending on what your objective is
• Fidelity Principle interventions must be
  administered with strict adherence to the social
  learning model in order to get the results
  expected

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Principles of Effective Intervention(Corrections)

• 1. Assess Actuarial Risk/Needs.
• 2. Enhance Intrinsic Motivation.
• 3. Target Interventions.
• a. Risk Principle Prioritize supervision and
  treatment resources for higher risk offenders.
• b. Need Principle Target interventions to
  criminogenic needs.
• c. Responsivity Principle Be responsive to
  temperament, learning style, motivation, culture,
  and
• gender when assigning programs.
• d. Dosage Structure 40-70 of high-risk
  offenders time for 3-9 months.
• e. Treatment Integrate treatment into the full
  sentence/sanction requirements.
• 4. Skill Train with Directed Practice (use
  Cognitive Behavioral treatment methods).
• 5. Increase Positive Reinforcement.
• 6. Engage Ongoing Support in Natural Communities.
• 7. Measure Relevant Processes/Practices.
• 8. Provide Measurement Feedback.

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Principles of Effective Intervention(Leadership-S
upervision)

• 1) Assess Personnel Skills Risk/Needs.
• Develop and maintain a system of ongoing
  personnel assessment tools.
• Assessing employees in a reliable and valid
  manner is a prerequisite for the effective
  management (i.e. supervision and training) of
  staff.
• Timely, relevant measures of staff risk and need
  at the
• individual and aggregate levels are essential for
  the implementation
• of principles of best practice in staff
  supervision, (e.g.,
• risk, need, and responsivity).
• Screening and assessment tools that focus on
  dynamic and static
• risk factors, profile staff training needs, and
  have been validated
• Are vital. They should also be supported by
  sufficiently detailed and accurately written
  procedures.
• (DISC, Primary Colors, True Colors, MMPI)

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Principles of Effective Intervention(Leadership-S
upervision)

• 2) Enhance Intrinsic Motivation.
• Supervisors should relate to staff in
  interpersonally sensitive and
• Constructive ways to enhance intrinsic
  motivation.
• Behavioral change is an inside job for lasting
  change to occur, a level of intrinsic motivation
  is needed. Motivation to change is dynamic and
  the probability that change may occur is strongly
  influenced by interpersonal interactions, such as
  those of ambivalence that usually accompany
  change can be explored through motivational
  interviewing, a style and method of communication
  used to help people overcome their ambivalence
  regarding behavior changes. Research strongly
  suggests
• that motivational interviewing techniques, rather
  than persuasion tactics, effectively enhance
  motivation for initiating and maintaining
  behavior changes.

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Principles of Effective Intervention(Leadership-S
upervision)

• Target Interventions.
• A. RISK PRINCIPLE Prioritize supervision and
  training resources for higher risk Staff.
• B. NEED PRINCIPLE Target interventions to
  employee training needs.
• C. RESPONSIVITY PRINCIPLE Be responsive to
  temperament, learning style, motivation, gender,
  and culture when using interventions.
• D. DOSAGE The higher the training need the
  greater the time invested in change.
• E. TRAINING PRINCIPLE Integrate training (all of
  the above) into the staff improvement plan.
• a) Risk Principle
• Prioritize primary supervision and training
  resources for staff who are at higher risk.
  Research indicates that supervision and training
  resources that are focused on communication,
  thinking and problem solving skills offer the
  best results.

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Principles of Effective Intervention(Leadership-S
upervision)

• b) Staff Need Principle
• Address Staff greatest training needs. Employees
  have a variety of needs, some of which are
  directly linked to poor performance. These staff
  needs that, when addressed or changed, affect
  work performance. Examples of staff needs are
  attitudes, values, and beliefs low self control
  peers and personality type. Based on an
  assessment of the employee, these needs can be
  prioritized so that training is focused on the
  greatest training needs.
• Questions to Ask
• Are Supervisors and staff trained in motivational
• interviewing techniques?
• What quality assurance is in place?
• Are supervisors held accountable for using
  motivational interviewing techniques in their
  day-to-day interactions with staff?

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Principles of Effective Intervention(Leadership-S
upervision)
c) Responsivity Principle Responsivity requires
that we consider individual characteristics when
matching supervision with staff. These
characteristics include, but are not limited to
culture, gender, motivational stages,
developmental stages, and learning styles. These
factors influence staff responsiveness to
different types of training. The principle of
responsivity also requires that staff be provided
with training that is proven effective with other
staff. Certain training strategies, such as
cognitive-behavioral methodologies, have
consistently produced better results. Providing
appropriate responsivity to staff involves
selecting services in accordance with these
factors, including a) Matching training staff
needs and b) Matching style and methods of
communication with staff on stages of change
readiness.
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Principles of Effective Intervention(Leadership-S
upervision)

• d) Dosage
• Providing appropriate doses of training,
  pro-social structure, and supervision as a
  strategic application of resources. Staff needs
  (risk) dictate a higher allocation of structure
  and supervision. Staff in need commonly require
  strategic, extensive, and extended
  training/support. However, too often individuals
  are neither explicitly identified nor provided a
  coordinated package of supervision/training.
• The evidence indicates that incomplete or
  uncoordinated
• approaches can have negative effects, often
  wasting resources.

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Principles of Effective Intervention(Leadership-S
upervision)

• e) Training Principle
• Training, particularly cognitive-behavioral
  types, should be applied as an integral part of
  the staff change process. Integrate training
  into staff requirements through individual
  training plan (taking a proactive and strategic
  approach to supervision and staff training).
  Delivering targeted and timely training
  interventions will provide the greatest long-term
  benefit to the organization, the community, and
  the clients.
• Questions to Ask
• How do we manage staff assessed as highly
  skilled?
• Does our personnel assessment tool assess for
  necessary skills?
• How are cognitive skills and training needs
  incorporated into training plans?
• How are staff matched to training resources?
• How structured are training plans for staff,
  especially during the first 6 months in the
  organization?
• How are supervisors held accountable for using
  assessment information to develop a training
  plan and then subsequently using that plan to
  develop staff?

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Principles of Effective Intervention(Leadership-S
upervision)

• 4) Staff Train with Directed Practice (using
  cognitive-behavioral methods).
• Provide evidence-based programming that
  emphasizes cognitive
• behavioral strategies and is delivered by well
  trained staff, preferably supervisors.
• To successfully deliver this training to staff,
  supervisors must understand thinking, social
  learning, and appropriate communication
  techniques. Skills are not just taught to staff,
  but are practiced (modeled) or role-played and
  the resulting
• pro-social attitudes and behaviors are positively
  reinforced by supervisors. Organizations should
  prioritize, plan, and budget to predominantly
  implement staff training that have been
  scientifically proven to impact behavior.
• Questions to Ask
• How are social learning techniques incorporated
  into the training programs we deliver?
• How do we ensure that our staff trainings are
  delivered in alignment with social learning
  theory?
• Are the staff trainings we deliver and contract
  for based on scientific evidence proven to impact
  behavior?

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Principles of Effective Intervention(Leadership-S
upervision)

• 5) Increase Positive Reinforcement.
• When learning new skills and making behavioral
  changes, human beings appear to respond
• better and maintain learned behaviors for longer
  periods of time, when approached with
• carrots rather than sticks. Behaviorists
  recommend applying a much higher ratio of
  positive
• reinforcements to negative reinforcements in
  order to better achieve sustained behavioral
• change. Research indicates that a ratio of four
  positive to every one negative reinforcement
• is optimal for promoting behavior changes. These
  rewards do not have to be applied
• consistently to be effective (as negative
  reinforcement does) but can be applied randomly.
• Increasing positive reinforcement should not be
  done at the expense of or undermine
• administering swift, certain, and real responses
  for negative and unacceptable behavior.
• Staff having problems respond positively to
  reasonable and reliable additional structure and
• boundaries. Staff may initially overreact to new
  demands for accountability, seek to evade
• detection or consequences, and fail to recognize
  any personal responsibility. However,
• with exposure to clear rules that are
  consistently (and swiftly) enforced with
  appropriate
• graduated consequences, all staff and people in
  general, will tend to comply in the
• direction of the most rewards and least
  punishments. This type of extrinsic motivation
• can often be useful for beginning the process of
  behavior change.

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Principles of Effective Intervention(Leadership-S
upervision)

• 6) Engage On-going Support within the
  organization.
• Realign and actively engage pro-social supports
  for staff
• within the Organizational structure (The Big O
  and the
• Big MO). Research indicates that supervision
  and peer
• interventions with staff result in positive
  change by
• improving bonds and developing informal ties to
  pro social
• interaction.
• Questions to Ask
• Do we engage the organization for staff as a
  regular part
• of the training plan?
• How do we measure our supervisor and peer
  interactions as they relate to staff change?

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Principles of Effective Intervention(Leadership-S
upervision)

• 7) Measure Relevant Processes/Practices.
• Accurate and detailed documentation of training
  plan, along
• with a formal and valid mechanism for measuring
  outcomes, is the
• foundation of evidence-based practice.
  Organizations must routinely
• assess staff change in cognitive and skill
  development, and
• evaluate effectiveness, if training is to remain
  effective.
• In addition to routinely measuring and
  documenting staff change,
• staff performance should also be regularly
  assessed. Staff that are
• periodically evaluated for performance achieve
  greater fidelity to
• program design, service delivery principles, and
  outcomes. Staff
• whose performance is not consistently monitored,
  measured, and
• subsequently reinforced work less cohesively,
  more frequently at
• cross-purposes and provide less support to
  organization.

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Principles of Effective Intervention(Leadership-S
upervision)

• 8) Provide Measurement Feedback.
• Once a method for measuring relevant processes /
  practices is in
• place (principle seven), the information must be
  used to monitor
• process and change. Providing feedback to staff
  regarding
• their progress builds accountability and is
  associated with enhanced
• motivation for change, lower staff turn over, and
  improved
• outcomes.
• The same is true within an organization.
  Monitoring delivery of
• training and fidelity to procedures helps build
  accountability and
• maintain integrity to the organizational mission.
  Regular
• performance audits and planning with an eye
  toward improved
• outcomes, keep staff focused on the ultimate goal
  of increased
• performance through the use of evidence-based
  principles.

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Principles of Effective Intervention(Leadership-S
upervision)

• Questions to Ask
• What data do we collect regarding staff
  assessments and Training plans?
• How do we measure staff change while they are
  under supervision?
• What are our staff outcome measures and how do
  we track them?
• How do we measure staff performance? What data
  do we use? How is that data collected?
• Questions to Ask
• How is information regarding staff change and
  outcomes shared with the organization? With staff
  in general?
• With whom do we share information regarding
  outcome measures?
• How is staff performance data used in the
  performance evaluation process?

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Principles of Effective Intervention(Leadership-S
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• Questions?

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Principles of Effective Intervention(Leadership-S
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• Sources
• Color site (http//www.positivelymary.com/True-Col
  ors-Personality-Test.html) Free True Colors Test.
  Harvards Learning Organization Survey .
  https//surveys.hbs.edu/perseus/se.ashx?s381B5FE5
  33C282FF
• http//www.nwlink.com/donclark/leader/matrix.html
  
• http//college.cengage.com/business/griffin/fundam
  entals/3e/students/assessment/index.html
• http//managementhelp.org/prsn_dev/assess.htm
• http//www.manager-tools.com/) Manager Tools
• Motivational Enhancement (http//www.motivationali
  nterview.org/library/index.html)
• Motivational Assessment-Supervisory Tools for
  enhancing proficiency An MI guide for
  supervisors, specifically. (http//www.attcnetwork
  .org/explore/priorityareas/science/blendinginitiat
  ive/miastep/product_materials.asp)
• http//nicic.gov/Library/019342 Implementing
  Evidence-Based Practices in Community
  Corrections Principles of Effective
  Intervention
• Evidence Based Correctional Practices
  http//nicic.gov/Library/023340
• Implementing Evidence-Based Policy and Practice
  in Community Corrections Second Edition
  http//nicic.gov/Library/024107

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• Employee incentive Basics (http//www.sendcoffee.c
  om/gifts/programs.htmlpick) A list of possible
  rewards.
• 84 employees reward ideas (http//www.jerm.com/200
  9/11/21-ways-to-reward-employees/ and
  http//www.jerm.com/2009/11/21-more-ways-to-reward
  -employees/)
• Target Intervention/Skill Training with Directed
  Practice http//www.cepp.com/coaching.htm
• Carey Guides (http//www.thecareygroupinc.com/thec
  areyguides.htm) These guides can assist
  supervisors in providing tangible examples, when
  coaching employees however, they require
  purchase.
• Center for Effective Public Policy
  (http//www.cepp.com/products.htm) The Center
  synthesizes its work in writing for the criminal
  justice field so others can learn from the
  Centers efforts. You can find training
• Leadership Coaching, Tony Stoltzfus
• Leading Change, John P. Kotter
• http//nicic.gov/EBDM
• http//nicic.gov/Library/022943
• http//nicic.gov/Library/016296 Promoting Public
  Safety Using Effective Interventions with
  Offenders
• Effective Communication/Motivational Strategies
  in Assessing and Overcoming Resistance to Change
  http//nicic.gov/Library/019745
• Program Planning and Design NIC e-Learning
  Program http//nicic.gov/Library/019777