TRAINING PROGRAM FOR MANAGERS OF CRIMINAL
JUSTICE VOLUNTEER PROGRAMS
This
document presents a brief overview of the training program for
managers
of criminal justice volunteer programs.
The program is an
attempt
to integrate management science with current research in
volunteerism. This program was developed under a grant
from the
W.K.Kellogg
Foundation, by The University of Alabama Department of
Criminal
Justice in cooperation with VIP/NCCD as a part of the National
Education
and Training Program. It was jointly
sponsored by the National
Association
on Volunteers in Criminal Justice.
OBJECTIVES
To prepare volunteer administrators
entering service in Criminal
Justice
with needed skills.
To sharpen the skills of experienced
administrators.
To encourage people with dedication,
caring, and devotion to promote
change
in Criminal Justice.
INSTRUCTIONAL
OBJECTIVES
l) The administrator understands the nature of
the system in which he
works
2) The administrator understands the nature of
the clientele of the
Criminal Justice System
3) The administrator understands the nature of
volunteerism and
especially volunteers in Criminal Justice
4) The administrator is familiar with the
literature of volunteerism
and knows where to go for information
5) The administrator understands the basics of
organizational
behavior, management, and administration
6) The administrator knows how to keep books
and records
7) The administrator knows how to recruit,
select, screen, match,
and terminate volunteers
8)
The administrator knows how to train
and develop volunteers and
staff
9) The administrator knows the fundamentals of
program planning,
developing, and change
l0) The administrator is competent in handling
volunteer-staff
relationship problems
ll) The administrator knows how to evaluate
programs, volunteers,
and staff
l2) The administrator understands his/her role
as a change agent
PROGRAM CONTENT
Contact Hours
Introduction 2
I Overview of the Criminal Justice
System 4
II Volunteerism 2
III Volunteer Programs in Organizational
Context 8
IV Program Management Theory 8
V Planning Techniques 8
VI Program Evaluation 8
VII Volunteer Program Management Tasks l6
VIII Training Techniques 8
IX Resource Mobilization 8
X Collateral Skills 4
XI Putting It All Together 4
80
ALTERNATIVE DELIVERY
FORMATS
20
Evenings
l0 One day sessions
5 Weekend sessions
2 One week sessions
l Two week session
OPTIONAL ACADEMIC CREDIT (6
semester hours)
CJ432
Organization & Management of Volunteer Programs (3 hrs) I-VI
CJ433
Volunteer Program Operations (3 hrs) VII-XI
As
the delivery system is nontraditional, the credit option is open
to
challenge. When this package is offered
for academic credit, care
must
be taken to insure the academic integrity of the program. The two
major
points to be considered are academic credentials or their
equivalent
of the instructors and preservation of the content.
INSTRUCTIONAL FORMAT
This
program is an intensive, content heavy session. Each day the
students
are exposed to a great deal of content.
Each night they prepare
written
assignments and review materials for the next day's assignment.
The
two-week program demands maximum effort from the students. This
investment
is returned by the amount of knowledge that is delivered in a
usable
way.
This
program is designed for those who wish maximum return for time
invested
in training. As a result, several
factors are important for
program
success:
l. Student Commitment - Students should
not be assigned to this
training. They must know in advance the nature of the
training and be
permitted
to withdraw if they are not willing to commit to the process.
2.
Advance Reading - Texts should be available to the students one
month
in advance. Students should read most
of the materials before
arriving
at the training site.
3.
Hygiene Needs - Every effort should be made to select a pleasant
training
environment. Staff and transportation
should be available to
meet
personal needs of the students.
Students should have access to
instructional
staff in the evenings. Optional
experiences such as films,
cassettes,
and guest speakers can be offered in the evenings.
4.
Isolation - Students should be isolated from outside pressures.
Supervisors
should be encouraged to avoid contacting students during the
training
period unless absolutely necessary.
WRITTEN
ASSIGNMENTS
A
written assignment is prepared each evening. The assignments are keyed
to
program operations and serve three functions:
l.
They serve as a measure of learning
2.
They aid retention by focusing the student's attention on
material presented during the day in
a systematic manner
3.
They provide the basis for usable products on the student's
return home
Papers
should be graded immediately and returned the next day so that
students
receive regular feedback on their performance. It is best to
have
one instructor grade all papers so that the students can become
familiar
with a constant set of standards for performance and adjust
their
performance as they move through the program.
TEXTBOOKS
Bobbitt,
R. H., Jr., Brienholt, R. H., Doktor, R. H., & McNaul, J. P.
(l978).
Organizational behavior.
Englewood Cliffs, NJ: Prentice-
Hall.
Montello,
P. A., & Wimberly, C. A.
(l975). Management systems in
education. Lincoln, NE: Professional Education Publications.
Stenzel,
A. K., & Fenney, H. M. (l976). Volunteer Training and
Development. New York: Seabury Press.
Weiss,
C. H. (l972). Evaluation Research.
Englewood Cliffs, NJ:
Prentice-Hall.
Wilson,
M. (l977). The effective management of volunteer programs.
Boulder, CO: Volunteer Management
Associates.
I. OVERVIEW OF THE CRIMINAL JUSTICE SYSTEM
A. Law Enforcement
l.
The task
2.
The organization
3.
Diversion
4.
Social service bureaus
5.
The jail
6.
Client flow
B. The Courts
l.
The task--civil, criminal, and juvenile
2.
The organization
3.
The prosecutor
4.
The defense attorney
5.
The judge
6.
Diversion and intervention
7.
Sentencing alternatives
8.
Probation
a. presentence
b. sentencing
c. supervision
d. revocation
e. alternatives
9.
Client flow
C. Prisons and Training Schools
l.
The task
2.
The organization
3.
The environment
4. Client programs
a. treatment
b. education
c. training
d. religious
e. arts and crafts
f. self-help
g. national organizations
5.
Work release
6.
Furlough
7.
Client flow
D. Parole
l.
The task
2.
The organization
3.
The staff
4.
Weekend incarceration
5.
Restitution
a. symbolic
b. monetary
6.
Probation
7.
Parole
8.
Client flow
E. Prevention
l.
Client services
2.
Environmental design
3.
Citizen participation
4.
Social self-defense
5.
Opportunity reduction
F. Interfacing
l.
Law enforcement and the courts
2.
Law enforcement and corrections
3.
Courts and corrections
4.
Parole and law enforcement
II. VOLUNTEERISM
A. History, l959-l979
l.
Royal Oak, MI l959
2.
Boulder, CO, l96l
3.
E.L.V. Shelley, Michigan Department of Corrections
4.
Project Misdemeanant
5.
National Institute of Mental Health - Royal Oak Research
6.
Reader's Digest Articles
7.
Volunteers in Probation, Inc.
8.
National forums
9.
VIP Division of National Council on Crime and Delinquency
l0.
Kellogg Grant - National Criminal Justice Volunteer Resource
Service
ll.
Kresge Grant - Hall of Fame - National Academic Center
l2.
Volunteer Management Training Course
l3.
Survey
B. History of Volunteers in
Prisons/Jails/Juvenile Institutions
l.
Man to Man (job therapy)
2.
Alston Wilkes Society
3.
Red Wing, MN
4.
Offender Aid Restoration
5.
CONtact
6.
Yokefellows
7.
Friends Outside
8.
Prison Fellowship
9.
Others
C. Many Uses of Volunteers
l.
Administrative - Clerical
2.
One to One
3.
Professional
D. Alternatives Expeditions of North America
E. Critical Mechanics Screening, training, supervision, etc.
F. Future of Volunteerism
l.
Church
2.
Growth of the future
3.
Juvenile adventure programs
4.
Alternatives
5.
Community work service
III.
VOLUNTEER PROGRAMS IN AN ORGANIZATIONAL CONTEXT
Reading
Assignment: Organizational
Behavior. Ch. l,3,4,8,l5,l6
A. The Nature of the Organization
l.
Social organization
2.
Formal organization--structure and goal attainment
3.
Bureaucracy--rigidity, procedures, process
4.
Organization vs. management
B. Points of View
l.
Management: understanding and predicting human behavior
a. organizational behavior
b. human behavior
c. causality and function
2.
Underlying assumptions
a. rational man
b. economic man
c. administrative man
C. Classical Models
l.
Micro economic theory
2.
Scientific management - Taylor
a. science and study
b. training
c. integration of worker and setting
d. division of labor
3.
Administrative management - Fayol
a. division of work
b. authority and responsibility
c. discipline
d. unity of command
e. unity of direction
f. subordination of individual to
general interest
g. renumeration - equitable exchange
h. centralization
i. scalar chain - span of control
j. order
k. equity
l. stability of tenure of personnel
m. initiative (managers)
n. esprit de corps
4.
Bureaucracy
a. sufficiency (effectiveness)
b. high degree of division of labor
c. hierarchy of authority
d. formal written communication
system and filing
e. written rules and procedures
f. expert training of administrators
(specialization)
g. goal coordination
h. cost: slow and paper
5.
Dysfunctional aspects
a. restricted perspective
b. dysfunctional structures
c. trained incapacity
d. Peter Principle
e. goal displacement
f. minimum acceptable behavior
g. client dissatisfaction
l. depersonalization
2. lack of line authority
h. value system conflicts
l. the professional
2. system processes
D. Human Participation
l.
McGregor - Theory X and Theory Y
2.
Emergent behavior
a. perception
b. motivation
c. working environment - Herzberg
d. learning as change
e. curiosity
f. fun loving kids - the
consequences of humor
E. Group Effects
l.
Formal and informal structures
2.
Within groups
a. norms
b. control
c. social facilitation
d. interacting/co-acting/counteracting
e. cohesiveness
3.
Status
4.
Task and socio-emotional specialization
5.
Distributive justice and reciprocity
6.
Satisfaction and productivity
7.
Between groups
a. cooptation
b. cooperation
c. coordination
d. conflict
l. scarce resources
2. drive for autonomy
3. submit interest
F.
The Organization in its Environment
l.
Relevant environment
2.
Environmental orientation
a. neutral
b. opposition
c. support
3.
Task environment
4.
Environmental feedback
G. Organizational Adaptation
l.
Uncertainty
2.
Technical core
3.
Buffering the technical core
4.
Adaptation (feedback)
5.
Behavioral theory of conflict resolution - Cyert & March
a. quasi resolution
b. uncertainty avoidance
c. problemistic search
d. organization learning
6.
Information and uncertainty
H. Where Does a Volunteer Program Fit in the
Organization Structure?
l.
Within the agency
2.
Outside the agency
3.
What administrative level should volunteer administrator hold
4.
Agency commitment
5.
Community commitment
IV. PROGRAM MANAGEMENT THEORY
Reading
Assignment: Organizational Behavior,
Ch. 5,6,8,9,l0,ll,l2,l4
A. Management styles
l.
Authoritarian
2.
Participative
B. Management Tasks
l.
Planning
2.
Organizing
3.
Staffing
4.
Directing
5.
Controlling
C. Manager Skills
l.
Coaching - consulting
2.
Rewarding achievement
3.
Analyzing performance problems
4.
Personal management
a. managing time
b. making the best use of yourself
D. Theories of Human Behavior
l.
Behaviorism
2.
Psychoanalytic
3.
Cognitive attitude
4.
symbolic interactionism
E. Interpersonal Skills
l.
Perception
a. implicit personality theory
b. bias and prejudice
c. self-concept
l. How we perceive ourselves
a. "I" and the "me"
b. Role taking
c. Significant others
2. Feeding back - how others perceive us
d. Empathy and self-disclosure
l. Defense mechanisms
2. Resistance
3. Need
e. Importance of perception
2.
Motivation
a. needs and motivation
b. achievement motivation
c. power needs
d. motives and behavior
e. recognizing needs
3.
Attitudes
a. socialization
b. learning
c. change
d. cognitive dissonance
e. credibility
f. social pressure
4.
Communication
a.
communication and conflict
l. the importance of good
communication
2. problems in communication
b.
elements of communication
l. perception
2. message
3. interpretation
4. media
c.
perception and communication
l. selective perception
2. cultural/prejudice problems
d. the importance of
feedback
l. one vs. two-way
communication
2. closed vs. open
communication
3. non-verbal
e.
communication as a process
F. Problem Solving
l.
Steps in problem solving
a. define the problem
b. gather data
c. analyze the problem
d. develop alternative solutions
e. select best alternative
2.
Defining the problem
a. separating out non-essential
b. accentuate major parts
3.
Gather data
a. collect the right data
b. weed out irrelevant
4.
Analyze the data
5.
Select alternative
a. brainstorming
b. Delphi technique
6.
Select best alternative
a. cost
b. effectiveness
c. popularity
7.
Implement and evaluate
8. Types of problem
solving
a. consensus
b. vote or democratic
G. Team Building
l.
Participation
a. democratic
b. autocratic
2.
Group size
3.
Developing cohesiveness
4.
Task
5.
Conflict
6.
Termination
H. Interpersonal Peacemaking
l.
Confrontation
2.
Third party intervention
3.
Event process analysis
4.
Process vs. analysis
I. Job enrichment
l.
Enlargement
2.
Rotation
3.
Vertical loading
V. PLANNING TECHNIQUES
Reading
Assignment: Management Systems in Education: Ch. 2,3;
Organizational Behavior:
Ch. l0
A. Why Plan?
l.
importance
a.
efficiency
b.
effectiveness
2.
grant and financial, etc.
3.
types of Planning
a.
maintenance
b. change
c.
adaptation
4.
Maintaining flexibility - setting things in concrete
B. Planning Steps
l.
Mission
2.
Goal
3.
Objectives
4.
Action Steps
5.
Feedback and Adjustment
C. Employee Participation
l.
Commitment
2.
Legitimacy
D. Program Design for Volunteer Programs
l.
Defining function
2.
Defining tasks
3.
Work plans
4. Scheduling
5.
Work breakdown structure
6.
Resource allocation
7.
Techniques
a.
brainstorming
b.
miscellaneous
E. Choosing Between Alternatives
l.
Cost factors
2.
Performance factors
3.
Other factors
F. Resistance Analysis
l.
Change models
a.
discussion - Lewin's force field analysis
b.
Lippit's client system
2.
Sources of resistance
a.
political
b.
social
c.
client system
d.
moral - religious
e.
target system
f.
territorial imperatives
g.
professional
h.
economic
3.
Strategies for overcoming resistance
a.
consulting strategies
b.
influence strategies
c.
confrontative strategies
G. Implementation Strategies
l.
Securing resources
2.
Developing a time-table - using systems analysis
a.
Gantt charts
b.
PERT-Program evaluation review techniques
c.
Logos
d.
PDM-Procedure diagramming method
e.
CPM-Critical path method
f.
Flow charting
3.
Selecting staff to implement
H. Evaluating Your Planning
l.
Criteria for a good plan
2.
Using feedback
I. Budgeting
l.
Rationale
a.
better resource allocation
b.
less waste
2.
Types of budget
a.
line budgets
b.
performance budgets
c.
program planning and budgeting system
d.
zero based budgeting
3.
The budgeting process
a.
budget cycle
b.
phases
4.
How to do a budget presentation
5.
Costing out
6.
Items for budget