Executive Training for New Wardens

1. Executive Training for New Wardens National Institute of Corrections

2. Program Objectives and Overview “This 36-hour program enhances skills in areas essential to effective leadership and administration of a prison. Some of the topics to be discussed include institutional culture, central office relationships, fiscal decision-making, human resources management, media relations, action planning, and self-management.”

3. Program Logistics • Program Logistics • Housekeeping • Meals • Your Faculty

4. Group Courtesies • Cell Phones on Vibrate • Respect All Opinions • Everyone is encouraged to fully participate • Limit side conversations • Allow for humor and fun • Honor breaks and lunch times • Foster a climate of trust and open sharing • Keep our training ours- Limit interruptions

5. Introductions and ExpectationsIn Two Minutes or Less… • Name • Agency/Type of Facility • Years in Corrections • One expectation for the week • One thing about you, not on your resume i.e., hobby, skill, etc.

6. Schedule for the Week • Day 1 • Wellness Assessment • Institutional Culture • Ethics and Integrity • Day 2 • Fiscal Management • Labor and Workforce Management • Day 3 • Generations • Central Office • Media • Day 4 • Constituents • Balancing Work and Personal Life • Presentations

7. Warden’s Report Card

8. “Developing A Curriculum” • Identifies Duties, Knowledge, Skills and Traits for the position; • Development History of the Wardens DACUM • 1. Initial Profile • October 25 – 26, 1988 • 2. Validation Profile • April 12, 2008

9. Aligning Your Report Card and the DACUM Review • Categories covered this week • Areas of competence versus areas needing support • What categories do we want to ensure we pursue in-depth?

10. Wardens Report Card • Utilizing the NIC DACUM Occupational Analysis, score your perceived skills in the performance of the duties and tasks of a Warden.

11. What’s the Difference? Provide an example of an activity or incident you managed and the difference in your response/decision making in your former position and as a Warden • Administer Safety and Security Operations • Manage Human Resources • Manage the Budget • Foster a Healthy Institutional Environment • Administer Public Relations

12. Wellness

13. Wellness Assessment • Objectives • Make an assessment examining your personal wellness in the context of effective leadership • Rate the level of development of personal qualities, values and strengths. • Identify areas that you would like to address for improvement

14. Testwell Instrument • This instrument has been adapted from the instrument known as TESTWELL. • The TESTWELL was adopted by the National Wellness Institute, Inc. and is designed to help you assess the status of your own current wellness. • It is intended to identify your areas of success and provide you with information to make more positive, responsible choices in your life.

15. What is Wellness? • Wellness is an active process of becoming aware of and making choices toward a higher level of total health and well being. • Wellness requires your active involvement. It is never static. • As you gain more information on what enhances your well being, you can make informed choices for the best possible lifestyle.

16. How Does Wellness Fit Into Leadership Development? • Leaders are people who care about themselves and care about others. • You cannot be your best if you do not feel well - physically, emotionally and intellectually.

17. How Does Wellness Fit Into Leadership Development? • Leaders are not one-dimensional people. • They model behavior and stature which best exemplifies energy, life, others, passion, excitement, intellect and humor; in other words, balance and personal growth or “wellness.”

18. Testwell Instrument Dimensions • Physical • Social • Emotional • Intellectual • Occupational • Spiritual

19. Physical • The physical dimension encourages cardiovascular endurance, flexibility and strength and regular physical activity. • Wellness in this areas encourages knowledge about food and nutrition, discourages the use of tobacco and alcohol/drug consumption and encourages medical self-care and appropriate use of the medical system

20. Social • The social dimension encourages contributing to your human and physical environment for the common welfare of your community. • It emphasizes the interdependence with others and nature. It also includes the pursuit of harmony with your family.

21. Emotional • The emotional dimension emphasizes an awareness and acceptance of your feelings. • Emotional wellness includes the degree to which you feel positive and enthusiastic about yourself and your life, the capacity to manage feelings and related behaviors and the realistic assessment of your limitations, development of autonomy and ability to cope with stress. • The emotionally well person maintains satisfying relationships with others.

22. Intellectual • The intellectual dimension encourages creative, stimulating mental activities. • An intellectually well person uses the resources available to expand knowledge, improve skills and increase the potential for sharing with others. • Intellectually well people use the intellectual and cultural activities in and beyond the classroom and combine them with the human and learning resources available within their community.

23. Occupational • The occupational dimension involves engaging in work in which you will gain personal satisfaction and find enrichment. • Occupational development is related to your attitude about your work and your ability to give to others at work.

24. Spiritual • The spiritual dimension involves seeking meaning and purpose in human existence. It includes the development of a deep appreciation for the depth and expanse of life and natural forces that exist in the universe. • It also involves developing a strong sense of personal values and ethics.

25. How Did You Score?

26. Institutional Culture

27. Institutional Culture Objectives • Understand what is it and what to look for; • Understand the formal and informal power structures; • Identify, explore and understand ways to change culture.

28. Friendly Persuasion

29. Purpose • To explore common expectations as we interact with others • To demonstrate the value of personalization, friendliness, questioning and persistence; • To provoke a discussion of the cultural expectations within an organization and what constitutes “expected” behavior.

30. Game Objective To collect as many dots as you can on your “Player Card.”

31. Shall We Play? 1. Write Player Card on the top side of the index card and your name underneath the title. 2. You are free to take the next few minutes to decorate your cards with the felt tip pens on the front table. 3. Initial your colored dots for ID 4. You will have 10 minutes to collect as many dots as you can.

32. RULES OF ENGAGEMENT • Every player must show his or her “Player Card.” • A player may only collect one dot from any other player. • Players only receive dots if they comply with the “Award Criteria.” • Players may not share the contents of their “Awards Criteria.” • Players who receive dots are NOT obligated to award one in return. • The player with the most dots wins.

33. Post Game Debrief • “What does it take to get a dot around this place?” • What is the equivalent of a dot in your organization? • How does this organization distribute dots? • What are the cues that you have failed to meet expectations?

34. “Agendas” This game reminds us that certain traits like: • Friendliness (handshakes, saying hello) • Personalization (decorating your card) • Persistence (receiving a dot only after being refused) Pays off in small and sometimes large ways

35. Expectations in a Culture • In any organization, expectations evolve about the way to • Greet others • Share interests • Presents oneself • Get things done • Because many of these rules are unwritten, we often aren’t aware of them until we violate them or ignore cues

36. Institutional Culture

37. Culture Defined • Culture is a shared group of beliefs and values that evolve into the norms and expectations for its members. • The organization’s personality • “The way we do things around here” • Formal: Rules and Policies • Informal: Unwritten Rules and Practices

38. Learning the Culture in Your New Assignment Establishing Priorities • Identify Critical Management Concerns • How did you learn the culture? • How did staff take advantage of a change of leadership? • How did the inmates take advantage of a change of leadership? • What did you miss? • Institutional History Group Discussion - 5 minutes

39. Learning the Culture in Your New Assignment • Kick as many rocks as you can • Make referrals to internal affairs as appropriate • Set your priorities • Don’t make a lot of changes right away • Communicate your philosophy and values

40. Learning the Culture in Your New Assignment • Research your new location • Ask all the questions you can • Be clear that you are only gathering information • No matter how good your predecessor was, there are things you will want to change • Be aware of the dynamics of staff interaction • Recognize the impact of “incestuous” relationships

41. Learning the Culture in Your New Assignment • Identify when you will be making changes • Identify clean slate or amnesty policy • Ensure that we do what we say we do • This may well be your best opportunity to change things… take advantage of it!

42. Learning the Culture in Your New Assignment • Be cognizant of who your predecessor was; they may be a hero, a demon, or your new boss • Are there any sacred cows, and how do you manage them?

43. Learning the Culture in Your New Assignment • Keep an open mind • Be cautious of using your past institution/assignment as the model • It may cause resentment and resistance.

44. Open the Envelope Institutional Culture Activity

45. Institutional Culture Questions • Open your envelope and discuss with table mates • Synthesizes the group’s responses into one “best strategy.” This should combine best ideas of the group • Prepare to discuss your dilemma and your group’s strategy

46. Strategies for Changing Culture • Identify win/win changes you can make quickly • Set the tone and model the way • Campaign and consistently communicate your message • Audit/analyze what you want to correct • Bring stakeholders together • Evaluate/formulate policy • Follow up

47. Ethics and Integrity

48. Objectives • Examine the causes, influences and conditions behind ethical breaches • Discuss root causes that make the problem unique in correctional environments • Determine measures to prevent the ethical problems and create a culture of integrity within an institution

49. Former prison chief sentenced to 8 years in kickback scandal By RON WORDAssociated PressApril 24, 2007, 4:05 PM EDT JACKSONVILLE -- James Crosby, the former head of Florida's prison system, apologized for his actions Tuesday moments before a federal judge sentenced him to eight years in prison for taking thousands of dollars in kickbacks from a prison contractor."I am truly sorry for what I did,'' said Crosby, 54."I failed a lot of people. I failed the people who worked for me.''Crosby, a 31-year employee of the Corrections Department, also apologized to current Department of Corrections Secretary James McDonough, who also testified and called Crosby "a cancer'' on the DOC."Corruption had taken roots, vile things were done,'' he said.

50. Ethics: A Definition • What is your definition of Ethics? • Let’s list these on a chart