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Assessment trainingAssessment trainingP.I. VughtP.I. Vught

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Characteristics of inmates in Characteristics of inmates in EuropeEurope

Between 60 % and 80% is Between 60 % and 80% is unschooled or has not finished the unschooled or has not finished the secondary schoolsecondary school

About 50% are illiterates About 50% are illiterates Between 40% and 75% is Between 40% and 75% is

unemployed, has a lack of work-unemployed, has a lack of work-experience or has had little various experience or has had little various jobsjobs

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Situation in the NetherlandsSituation in the Netherlands (ESF 2004-2006)(ESF 2004-2006)

Unemployment before detention is very Unemployment before detention is very high ( 71%) and after detention even higher high ( 71%) and after detention even higher (79%)(79%)

About 50% of the target-group are abusersAbout 50% of the target-group are abusers About 60 % has social or/and psychiatric About 60 % has social or/and psychiatric

problemsproblems About 45% are foreigners who have About 45% are foreigners who have

problems with the culture, the language problems with the culture, the language and social skillsand social skills

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RecidivismRecidivism

Recidivism of ex-inmates is 10% Recidivism of ex-inmates is 10% higher when they are unemployedhigher when they are unemployed

Not only getting a job is very Not only getting a job is very important for reducing recidivism but important for reducing recidivism but also keeping a job is an important also keeping a job is an important factor for successful integration in the factor for successful integration in the societysociety

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What is needed?What is needed?

Reintegration of the prisoners to the labour Reintegration of the prisoners to the labour market.market.

Needs:Needs:vocational qualificationsvocational qualificationswork-experiencework-experienceemployment skillsemployment skills

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What did we do?What did we do? Research to identify the intern possibilities to Research to identify the intern possibilities to

integrate vocational training in the curriculumintegrate vocational training in the curriculum Research to identify possibilities of the target Research to identify possibilities of the target

group on the labour market.group on the labour market. Inventory of motivation: Inventory of motivation:

the managementthe management the professionalsthe professionals the teachersthe teachers the inmatesthe inmates

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How did we do that?How did we do that? Work together with an external school to Work together with an external school to

implement qualified coursesimplement qualified courses Startingpoint:Startingpoint:

Connection with consisting opportunities in the Connection with consisting opportunities in the intern productionintern production

Implementation of the courses with intern Implementation of the courses with intern personnel ( teachers and foreman)personnel ( teachers and foreman)

Admission of official ( national and Admission of official ( national and international) certificates international) certificates

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What came next?What came next?

Foreman are trained by the regional Foreman are trained by the regional education centreeducation centre

Workrooms are suited to the trainingWorkrooms are suited to the trainingWorkrooms are accredited by the Workrooms are accredited by the

concerning lines of businessconcerning lines of business Inmates are selected for the coursesInmates are selected for the courses Inmates are enrolled in the regular schoolInmates are enrolled in the regular school

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What is the result?What is the result?

Different (6) qualified vocational training courses:Different (6) qualified vocational training courses: Content: Content:

practical lessons (foreman/ vocational trainers)practical lessons (foreman/ vocational trainers) theoretic lessons ( teachers)theoretic lessons ( teachers)work-experience (foreman/ vocational trainers)work-experience (foreman/ vocational trainers)

* * Guidance and examination by teachers of the Guidance and examination by teachers of the regional education centreregional education centre

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Logistics and reach-truckLogistics and reach-truck

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WeldingWelding

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PaintingPainting

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WoodworkWoodwork

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What did we do to improve the What did we do to improve the schooling of the foreman?schooling of the foreman?

The regional education school developed a program The regional education school developed a program (instrument) to help foreman to judge the required (instrument) to help foreman to judge the required competencies competencies ( see next slide)( see next slide)

The vocational trainers (12) went to a course to The vocational trainers (12) went to a course to acquaintance with the program and to learn how to acquaintance with the program and to learn how to observe and to mark the required competenciesobserve and to mark the required competencies

Designing effective instruction to teach inmates Designing effective instruction to teach inmates working skills during their coursesworking skills during their courses

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Required competencies of the Required competencies of the “general assistant level” are:“general assistant level” are:

1.1. preparation of own tasks/activitiespreparation of own tasks/activities 2.2. working safe and environment aware working safe and environment aware 3.3. take care of quality of worktake care of quality of work 4.4. working togetherworking together 5.5. communication while workingcommunication while working 6.6. act client focusedact client focused 7.7. dealing with problemsdealing with problems 8.8. continuous development of competenciescontinuous development of competencies 9.9. sustain working relationssustain working relations

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Content of the courseContent of the course

Acquaintance with the qualification-dossier Acquaintance with the qualification-dossier core-tasks: core-tasks: working as an employer in an organisationworking as an employer in an organisationassisting by all regular occurred activitiesassisting by all regular occurred activitiesprocess, responsibility, complexity, concerned process, responsibility, complexity, concerned

persons, expedients, quality of process and persons, expedients, quality of process and result, choices and questionsresult, choices and questions

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Example of the assessment Example of the assessment programprogram

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Participants evaluation of the course Participants evaluation of the course

A helping hand by the observation of A helping hand by the observation of behaviour while working behaviour while working (in terms of required (in terms of required competencies)competencies)

A good instrument to determinate the A good instrument to determinate the start-level of the student, to define one's start-level of the student, to define one's learning-process and to evaluate this.learning-process and to evaluate this.

Insight in the necessity to get more Insight in the necessity to get more didactic tools to guide the learning-didactic tools to guide the learning-processprocess

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RecommendationRecommendation

To develop a train the trainer To develop a train the trainer course for foreman/ vocational course for foreman/ vocational trainers to help them to acquire trainers to help them to acquire employees skills to the special employees skills to the special target-group of inmatestarget-group of inmates

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Development-processDevelopment-process

Together with a professional of the Together with a professional of the PSW and two intern trainer/coaches PSW and two intern trainer/coaches we collected important required input we collected important required input to design an effective instruction-to design an effective instruction-program for the foreman and program for the foreman and vocational trainers in our institutionvocational trainers in our institution

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How did we do that?How did we do that?

They interviewed the management of They interviewed the management of the foreman, the foreman and the the foreman, the foreman and the teachers and asked them about there teachers and asked them about there ideas for an effective trainingideas for an effective training

One of our trainers was familiar with the One of our trainers was familiar with the assessment-training (ARVA) for inmates assessment-training (ARVA) for inmates and we decided to use to make a and we decided to use to make a connection between this training and the connection between this training and the training for the foreman.training for the foreman.

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Next stepsNext steps

We identified instructional problems and We identified instructional problems and specifying goalsspecifying goals

We identified characteristics of learners We identified characteristics of learners or traineesor trainees

We specified instructional objectivesWe specified instructional objectives We designed instructional strategies We designed instructional strategies

suiting to the target-groupsuiting to the target-group We developed evaluation instruments/ We developed evaluation instruments/

proceduresprocedures

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The goalsThe goals Improve personal effectivenessImprove personal effectivenessAssociate with difficult behaviourAssociate with difficult behaviourAssociate with emotions Associate with emotions (private and others)(private and others)

Knowledge of different levels of Knowledge of different levels of communication (intercultural)communication (intercultural)

Insight in the demands of the modern Insight in the demands of the modern labour-marketlabour-market

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The content of the trainingThe content of the training

Effective instruction strategies to improve Effective instruction strategies to improve didactic skillsdidactic skills::

To inspire and motivateTo inspire and motivate To observe, to analyse and to associate with deviant behaviour To observe, to analyse and to associate with deviant behaviour To learn about different learning-stylesTo learn about different learning-styles To learn about team-rolls and coaching stylesTo learn about team-rolls and coaching styles To experience the importance of the personal attitude (roll-To experience the importance of the personal attitude (roll-

model)model) To learn about intercultural backgroundsTo learn about intercultural backgrounds To practice with intercultural conversationTo practice with intercultural conversation

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The trainingThe training

We designed a course-book for the specific We designed a course-book for the specific instruction (input effective instructional instruction (input effective instructional strategies)strategies)

We trained during 5 days ( once a week) with We trained during 5 days ( once a week) with 12 foreman in a special training setting12 foreman in a special training setting

We used all kinds of methods and We used all kinds of methods and instructional (media) programs;including an instructional (media) programs;including an actor for training intercultural conversationactor for training intercultural conversation

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EvaluationEvaluation During the training we collected all the important During the training we collected all the important

remarks and parked them on a sheetremarks and parked them on a sheet We invited some people of the management to We invited some people of the management to

give an answer to the most urgent questionsgive an answer to the most urgent questions The last day we evaluated the training and The last day we evaluated the training and

invited the head of education to communicate the invited the head of education to communicate the outcome and to show the parked remarksoutcome and to show the parked remarks

Together we tried to find solutions for the Together we tried to find solutions for the problems and we discussed about the problems and we discussed about the recommendations/ ideas to improve the training recommendations/ ideas to improve the training and the required work circumstancesand the required work circumstances