Training Toolkit for Volunteers in Criminal Justice System Pilot Evaluation Report
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Transcript of Training Toolkit for Volunteers in Criminal Justice System Pilot Evaluation Report
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Training Toolkit for Volunteers in
Criminal Justice System
Pilot Evaluation Report
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Published March 2016 by Aproximar.
All rights reserved.
Programme
JIVE – Justice Involving Volunteers in Europe
Partners
Aproximar
BAGázs
BRIK Institute
Clinks
Cooperativa Sociale Cellarius
Foundation 180
GRADO
Penal Justice Reform (RPJ)
University of Bremen
Authors
Joana Portugal
Rita Lourenço
Tiago Leitão (Coordination)
APROXIMAR, Cooperativa de Solidariedade Social, Crl.
Acknowledgements
Many thanks to the JIVE project country partners who delivered a pilot action on Training Programme for
Volunteers in CJS. A special thank you to all volunteers who attended the pilot actions and contribute to
improvement of the training toolkit and to all the organizations and networks involved in the process.
Publication Date
2016
This publication has been produced with the financial support of the Criminal Justice Programme of the European Union. The contents of this publication are the sole responsibility
of the project partners, above, and can in no way be taken to reflect the views of the European Commission.
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Index
I NTRODUCTION ...............................................................................................................................................4
VOLUNTEER TRAINING TOOLKIT ....................................................................................................................5
1. Volunteer Profile Development .............................................................................................................5
2. Training Programme Development .......................................................................................................7
FRAMEWORK OF PILOT ACTION ......................................................................................................................9
COUNTRY PILOTS .........................................................................................................................................11
Hungary ...................................................................................................................................................11
Italy ..........................................................................................................................................................13
Portugal ....................................................................................................................................................15
Romania ...................................................................................................................................................17
R ESULTS AND EVALUATION..........................................................................................................................19
Hungary ...................................................................................................................................................20
Italy ..........................................................................................................................................................23
Portugal ....................................................................................................................................................27
Romania ...................................................................................................................................................32
CONTENTS’ QUALITY ASSESSMENT ..............................................................................................................34
CONSTRAINTS ...............................................................................................................................................38
Annexe 1 - Questionnaire for Contents’ Quality Assessment .....................................................................40
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I NTRODUCTION
This report describes the process and results of 6 pilot actions undertaken to test and validate the TrainingProgramme for Volunteers in Criminal Justice System1 developed as part of JIVE project under W/S2 - volunteer
recruitment, training and support. The project establishes a partnership of eight European NGOs working in the
CJS in order to promote the exchange of ideas and share good practices. There are two main areas of work that this
project concentrate on:
1) the use and value of volunteers working with offenders, their families and victims and
2) working effectively in partnership with statutory and private organisations.
The JIVE project builds upon the recommendations of the Policy Agenda for Volunteering in Europe (PAVE) and
the opinion of the European Economic and Social Committee (SOC/431- EU Policies and Volunteering) and
intends to deliver:
1] A report on the current contribution and value of volunteers in the criminal justice systems in Europe for
dissemination to relevant statutory and non-statutory organisations and European bodies, based on creation
and design of an electronic survey (led by BRIK Institute)
2] A best practice guide on volunteer recruitment, training and support, and volunteer training programme
(led by Aproximar)
3] An evaluation of current practices in cross sector partnerships to inform a report with recommendations
for effective co-operation (led by Foundation 180)
4] Cross sector seminars to explore ideas and promote the use of volunteers in CJS and regular newsletters
highlighting European practice and project developments (led by Penal Justice Reform Foundation)
5] A final conference in Bucharest, Romania to promote and demonstrate the value of volunteers within the
CJS and celebrate the successes of the project (led by GRADO).
The pilots were undertaken by 4 country partners of JIVE: Hungary, Italy, Portugal and Romania.
1 For more detailed information about the training programme, please check “Training Toolkit for Volunteers in Criminal
Justice System”.
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VOLUNTEER TRAINING TOOLKIT
There is a variety of models of volunteering across Europe and the Policy Agenda for Volunteering in Europe(PAVE), produced at the end of the 2011 European Year of Volunteering, offers excellent recommendations on
various aspects of recruitment, training, supporting and managing volunteers in several policy areas. However,
there is little reference to volunteers working in the criminal justice sector, except in terms of support for victims.
JIVE project included the conception of a volunteer training toolkit directed toward organizations that promote
volunteering in the CJS and volunteers working in the CJS, which comprises of a volunteer profile and a training
programme. The construction of the volunteer training toolkit was based on:
● The results of three reports developed within JIVE project, highlighting the level and nature of
volunteering in the criminal justice systems across Europe (“The role and value of volunteers in the
Criminal Justice System: A European study”, Clinks, 2015), reviewing current practices in recruitment,
training and supporting these volunteers (“Design and Delivery of volunteering in the Criminal Justice
System”, Aproximar, 2015) and including recommendations for effective co-operation doing an evaluation
of current practices in cross sector partnerships (Building successful partnerships involving volunteers in
the criminal justice system - A good practice guide, Stichting 180, 2016);
● The pilots delivered under W/S2 - volunteer recruitment, training and support (led by Aproximar) and all
the work developed under this Workstream (volunteer profile development; self assessment tool; training
modules; etc.).
1. Volunteer Profile Development
The objective of the development of a volunteer profile was to identify the set of core competences for volunteers
working in the criminal justice system.
The profile does not intend to be a fixed volunteer profile for selection processes. Instead, this profile allows the
compilation of various relevant skills for volunteer work, and it’s flexible for different agencies and settings of the
CJS. Thus, it is possible to select different competences to different recruitment processes, depending on the
activities and tasks to be undertaken by the volunteer, or to use it as a tool for self-assessment of volunteers, so they
can self-improve and become more committed with the Organization and with the role that it’s expected from him.
For a training needs assessment, it supports the identification of competences that need further development, by a
regular and generic training or by specialized modules. After training, it can be applied to certify which
competences actually improved with training delivery.
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The Volunteer Competences Framework 2 represents a common and generic profile of a volunteer in the criminal
justice system, regardless the agency or setting he/she is working in. The competences are organized within three
categories: generic, specific and supportive:
● Self-Assessment Tool
The Self-Assessment Tool is a mechanism to ease up the evaluation of competences by volunteers themselves. It’s
an online tool (although it can be printed) that has the enough flexibility for volunteering managers to create
surveys, according to what they wish to assess or the purposes of the assessment.
The Self-Assessment tool is part of the training programme toolkit as it can be used to identify training needs, this
means competences which need improvement. In the Self-Assessment, volunteers just pick the level (from 1 -
Basic to 4 - Authoritative) they feel they have about each indicator.
At the end, volunteer’s managers get an overview about the strong and weak points of each volunteer or a profile of
a group of volunteers. This snapshot enables volunteer’s managers to support volunteers more effectively through
training, motivation or matching appropriate target groups to whom they volunteer for.
2 For more detailed information about the volunteer profile and the self-assessment tool, please check “Training Toolkit for
Volunteers in Criminal Justice System”.
Generic
Communication and team work
CJS legislation and regulations
Understanding CJS specificenvironments
Representation and inter-institutional collaboration
Motivating CJS clients andagents
Clients’ needs assessment
Groups management in CJSsettings
Specific
Managing CJS special needsclients (e.g. inmates, victims,
youngsters)
Reintegration process facilitator
Specific literature regardingreintegration and corrective
theories
Identify and efficiently useexisting resources and tools
Time management skills
Supportive
IT skills for volunteer actionsand administrative purposes
Basic knowledge of a foreignlanguage
Autonomous lifelong learner
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2. Training Programme Development
The definition of the course curriculum was set up in work collaboration between all JIVE partners, through a four-stage development process:
At the Convergence, partners established a common perspective about what the curricula should be and collected
training practices, existing training materials, and development of learning contents.
Ownership stage involved the co-development of training and learning materials and methodologies. Aproximar
led this co-work, defining a list of training materials and assigning each one to different partners, according to their
scope and experience. This phase was the hardest and most time consuming due to the complexity of tasks, namely
producing the materials in English.
Finally, Testing and Evaluation are associated to the pilot actions, which this report refers to, and they intended to
put into practice whatever materials defined and to collect feedback from users about the added value of the
training.
● Course Curriculum Definition
The first task in conception was the agreement on course curriculum, namely the modules, hours, training delivery
and evaluation methods. The final version of training programme3 comprises of 12 modules in a B-learning format,
lasting for 73 hours:
0. Welcome meeting
1. Introduction to CJS (country specific)
2. Attitudes and values to crime and justice
3 For more detailed information about the training programme, please check “Training Toolkit for Volunteers in Criminal
Justice System”.
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3. Introduction to volunteer profile and self-assessment tool
4. Roles and responsibilities
5. Communication skills in managing relationships
6. Motivational interviewing/pro-social modelling
7. Risks, boundaries and self-regulation
8. Handling difficult situations
9. Client needs’ analysis
10. Working with external agencies
11. Observation period
12. Evaluation
Each module lasts for 3 hours, including online and workshop sessions. All modules are planned within a session
plan, which envisage the contents, outcomes, activities and resources for each module (online and workshop). The
observation period was set up as a key factor for new volunteers to validate their performance and personal
characteristics.
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FRAMEWORK OF PILOT ACTION
JIVE partners agreed to perform pilot actions for the Training Programme for Volunteers in CJS. A pilot action is a phase of technical experimentation, validation of the training programme and re-evaluation of the toolkit potential
value that intends to:
▪ Identify improve actions in the training toolkit;
▪ Verify users’ (volunteers, trainers) acceptance level;
▪ Identify and correct any deficiencies and problems;
▪ Evaluate added value;
▪ Improve training offer before dissemination to other organizations.
The configuration of the pilot actions should follow as far as possible the structure of the training programme in
terms of contents (modules defined), duration and target groups.
This means that each partner country could:
1. Select a group of volunteers in the CJS;
2. Apply a pre-self-assessment of competences to each volunteer (according to the Volunteer Profile);
3. Organize a tailor-made training by identifying the modules which addresses best the training needs;
4. Deliver the training in B-learning format (mix of class and online sessions) or class format;
5. Arrange an observation period for selected volunteers;
6. Evaluate learners and trainers’ satisfaction;
7. Apply a post-self-assessment of competences to each volunteer to determine the improvement in
knowledge, skills and/or attitudes.
Regarding the training in B-learning format, Aproximar made available a LMS4 for those who wanted to perform a
B-learning training, only for the period of JIVE project.
4 Aproximar’s LMS can be visited on Aproximar Capacita (click to access).
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The LMS presented a course for each partner country. In the course folder, each partner could upload materials and
organize the training as it suits best. For this, Aproximar sent a User’s Guide to each country partner who requested
a course in LMS. Unfortunately, Aproximar couldn’t deliver this to Hungary because of a momentary failure of the
LMS platform, which could only be solved after the beginning of Hungarian pilot action. As Aproximar is the
system administrator of LMS, Aproximar managed the registration of all learners in the LMS, after partner
countries sent a list with names and emails.
Aproximar recommended that each partner country established a piloting plan to determine whether they would
follow the approved structure or whatever alternatives they would include. Thereby, next pages will be dedicated to
present how each country developed their own pilot action.
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COUNTRY PILOTS
Hungary
The Hungarian partner BAGázs5set out a very particular training for volunteers, adjusting what JIVE aimed to their
own context. BAGázs combined JIVE training framework with their experience in mentoring and organized a
group of mixed peer and non-peer mentors.
The process for delivering the training pilot was:
BAGázs course for non-peer was also delivered in a B-learning format, unfortunately not with Aproximar ’s
platform but with another open source platform. In this platform, Hungarians uploaded contents such as documents
and Prezi presentations.
The training pilot plan for Hungary stands as shown in Table 1.
Table 1. Pilot action configuration in Hungary
Contents
Introduction to Values of BAGázs; Segregation, RomaSegregation and Poverty Reproduction; Criminal JusticeSystem; Mentoring; Communication; MotivationalInterviewing; Mentalisation; National and Local
Nr. of training groups 1
Nr. of learners and target 17 peer and non-peer mentors
Duration of the training 68 hours
Format B-learning
5 http://www.bagazs.org/
Organizingtraining pilot
•Set out 1 pilotaction
•Combinationof JIVE andmentoring
•Selection oflocal
•Selection oftrainersaccording toexperience
and expertise
Seekingtrainees
•Posting onFacebook forrecruitingnon-peer anda selectionprocess byCV andapplication
• Invitation forpeer mentorsto peopleBAGázs isworking with
Collect datafrom learners
• Applicationfor pilotaction
• Assessmentof motivationsand goals
Definition ofmodules
• Adaptation tospecificcontext
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Teaching methods On-line lecture of theoretical contents, in-class: games,role-plays, small group discussion
Evaluation methods
Improvement in competences through a self-assessment(pre and post)
Oral feedback on: “What do you throw away?”; “What doyou take away from this training?”, e “What is yourmessage to the trainers?”
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Italy
The Italian partner Cooperativa Sociale Cellarius6 performed a pilot action towards volunteers operating in prison
setting. The pilot started in October, 2015 and the sessions were configured as far as possible having into account
the structure of the training programme in terms of contents (modules defined), duration and target groups.
The process for delivering the training pilot was:
Italian online course was delivered through Aproximar LMS platform on which Cellarius uploaded contents such
as documents, presentations and worksheets. Cellarius also introduced in the LMS the learners’ satisfaction
questionnaire.
6 http://www.coopcellarius.it/
Organizingtraining pilot
•Set out 1 pilotaction
•Test allmodules ofthe trainingprogramme
•Selection oflocal
•Selection oftrainersaccording toexperienceandknowledge
Seekingtrainees
•Sent aninvitation to 4
organisationswho operatewithin CJS
Collect datafrom learners
•Registration inpilot action
• Applied adiagnosticquestionnaireforexpectations
Definition ofmodules
• Adjustmentsin modules'
order • Adaptation tospecificcontext
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The training pilot plan for Italy stands as shown in Table 2.
Table 2. Pilot action configuration in Italy
Contents All modules of the training programme
Nr. of training groups 1
Nr. of learners (Identify target group)
17 Volunteers working in prisons
Duration of the training 33 hours
Format B-learning
Teaching methods Online lecture of theoretical contents, in-class review oftheoretical contents (viewed online), debates,assignments, role-plays, exercises, study visits
Evaluation methods Satisfaction of learners
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Portugal
Aproximar 7
, Portuguese partner, developed a collaboration work with Direção Geral de Reinserção e ServiçosPrisionais (DGRSP)(General Direction of Portuguese Prison and Probation Services) as part of JIVE project. This
collaboration, besides to increase the knowledge about volunteering in prisons, allowed getting access to the
national network of promoter organisations of prison volunteering and volunteers, volunteering managers and
central management. This means that pilot action was organized between both entities. Furthermore, it’s important
to notice that the programme in Portugal suffered some changes to keep it appropriate to what DGRSP already
worked in this field and also to focus on prison environment: the module “Handling difficult situations”
disappeared and module “Risks, boundaries and self -regulation” was designed to prison environment specificities
and entitled “Risks, boundaries and problems in prison setting”. All contents were developed in a multimedia
format to enhance the learning experience.
The co-work with DGRSP constitutes the first validation step towards the recognition of the training toolkit. All
features and contents were presented to experts of central management who analysed it and gave feedback on
corrections and adjustments.
Due to time constraints, Aproximar and DGRSP set out 3 pilot actions (Lisbon, Leiria and Oporto), for 1 day of
class session, and decided to test only two modules of the training programme, to be selected from four options:
Introduction to the Portuguese CJS; Roles and Responsibilities; Motivational Interviewing; and Risks, boundaries
and problems in prison settings. The modules delivered were picked up according to training needs of participating
volunteers, after the analysis of the pre-self-assessment of competences. DGRSP also appointed experienced staff
from Portuguese prison services to co-conduct pilot actions with trainers: a prison assistant director, a volunteering
manager, and a prison guard.
7 http://www.aproximar.pt/
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The process for delivering the training pilot is explained below:
Table 3 presents key figures of pilot action in Portugal.
Table 3. Pilot action configuration in Portugal
Contents
Introduction to CJS;
Motivational Interviewing;
Risks, boundaries and problems in prison setting
Nr. of training groups 3
Nr. of learners and target group Expected 36 Volunteers working in prisons
Duration of the training 9 hours for each action pilot (6h class and 3h online)
Format B-learning
Teaching methods Online lecture of theoretical contents, in-class review oftheoretical contents (viewed online), debates,
assignments, role-plays, exercises
Evaluation methods
Improvement in knowledge, skills and attitudes through aself-assessment (pre and post)
Satisfaction of learners
Satisfaction of trainers
Due to the fact that we were piloting the training programme, Aproximar have only opened a limited number of
vacancies. The expectations were exceeded and Aproximar received 68 requests, but could only accept 45 learners.
Organisingtraining pilot
•Set out 3 pilotactions
•Test only twomodules ofthe trainingprogramme
•Selection oflocal
•Selection of
trainers andinvitation toexperts
Seekingtrainees
•Sent aninvitation to allpromoterorganisationsof prisonvolunteering(by email)
• Introduction tothe project, theobjectives of
the JIVE pilot,the modules intest and thelink to theregistrationform
Collect datafrom learners
•Registrationin pilot action
•Fulfil the self-assessmenttool
Definition ofmodules
• Analysisfocused onthosecompetencesthat ratedbasic (1) orcapable (2)
•Selection oftwo modulesaccording to
the matchingofcompetencesand modules
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Romania
Grado8
, the Romanian partner, was responsible for delivery of training pilot in Romania. Grado selected themodules to be delivered considering the experience of the trainees and the activities in which they can involve in
the prison field. They also had in mind the objectives of volunteering in these two systems: probation and prison, as
in Romania there is not a volunteering for very specialised volunteers. The process for delivery the pilots is
represented below:
Grado delivered a B-learning training using Aproximar’s LMS. In their folder, Grado uploaded all documents for
training, namely power-point presentations, worksheets and other documents.
8 http://grado.org.ro/
Organizing
training pilot
•Set out 1 pilotaction
•Test allmodules ofthe trainingprogramme
•Selection oflocal
•Selection oftrainers
Seeking
trainees
• Announcement in Facultyof Sociologyand SocialWork fromthe Universityof Bucharest
•Contact withsecretariatand teachers
Collect data
from learners
•Registrationin pilot action
•Evaluation ofmotivationandexperience inCJS
Definition of
modules
• Adjustmentsto teachingmethods
• Inclusion oftopicsaddressinglearners'expectations
•Reducedtime fortheory
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The key features of training pilot in Romania are presented in Table 4.
Table 4 Pilot action configuration in Romania
Contents All modules of the JIVE training programme, exceptMotivational Interviewing and Client Needs’ Analysis
Nr. of training groups 1
Nr. of learners and target group 17 Students of Social Work, Deviance and Criminality
Master and the Probation Master
Duration of the training 15 hours
Format B-learning
Teaching methods Online lecture of theoretical contents, in-class review oftheoretical contents, case studies, debates, assignments,
role-plays, exercises
Evaluation methods Satisfaction of trainees
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R ESULTS AND EVALUATION
The results and evaluation of the training pilot actions show that for all country pilots, volunteers were satisfied
with training contents and delivery methods. All country partners used a B-learning format to training volunteers
for the first time and it was possible to check that volunteers were at ease with this tool. Not all countries deliver
a pre and post self-assessment of competences, but those who did can rely on their training as it has produced
improvements. The differences from partners are justified by their context and experiences and the way each
one developed the training or what they wanted to accomplish.
Although we cannot compare accurately the results of each country, there is evidence that the training
programme is fully appreciated by volunteers and that it is appropriate to those who are willing to become
volunteers in Criminal Justice System. In addition, we can tell that volunteers value continuous training and
want more regular sessions.
Further investment must be made to define an European framework for training volunteers in CJS, namely to
establish a certified package.
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Hungary
As mentioned before, BAGázs delivered a 68 hours training course mixing JIVE framework and some modules for
mentoring training. The pilot action took place in the settlement and in Budapest and began in October, 2015. Each
class session lasts for 3 hours. For non-peer, online materials were available before the class session.
Table 5. Training delivery in Hungary
Session number/ date Modules
1st ● Introduction to Values of BAGázs
2nd● Introduction to Values of BAGázs; Segregation, Roma
Segregation and Poverty Reproduction
3rd ● Criminal Justice System
4th ● Mentoring
5th ● Study visit to the settlement
6th ● Mentoring
7th ● Communication and Motivational Interviewing
8th ● Awareness
9th, 10th and 11th ● Excursion
Learners’ Satisfaction
Learners’ satisfaction was evaluated with an oral feedback through answering to:
What do you throw away?;
What do you take away from this training?; and
What is your message to the trainers?
With this activity, BAGázs collected a few testimonies about their training:
"I made friends. I gained self-confidence. And I go home in a happy mood."
"Thank you for the huge amount of energy and attention that I got from you during the training! I think the themes
were put together in an excellent way; I learnt lots of new and interesting things!"
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"For me the most important thing this weekend was the importance of consciousness and the instruments of closing
down the mentoring. I will definitely take home these!"
"Thanks for the existence of BAGázs! It helped me collect many great experiences. It also made me more conscious
of the importance of turning to those who need it."
"It was very good and motivating for me that you could always pay attention to the principles of BAGázs and to the
right way of communication in practice. Thank you for this! :)"
Improvement of Competences
As mentioned before, BAGázs rearrange the training framework to focus on participants to gain competences to
become mentors in the settlement. As so, the competencies framework is also different9:
BAGázs delivered the self-assessment questionnaire on the first days of in-class-training of pilot action and applied
the same questionnaire again after the end if training. The questionnaire focused on their profile framework, on a
scale from 1 (is not at all true of me) to 10 (is always true to me in all situations). It´s possible to understand which
competencies improved and attest if BAGázs training programme is effective.
9 As an improvement action for JIVE Volunteer Profile Framework, Aproximar included in the final version some of the
competencies created by BAGázs.
Self-knowledge
Mentalization,
Empathy
Self-reflexion,Developed self-
recognition,Mature personality
Dealing withfailure
Communication
Assertiveness)
Feedback
Collaboration
Proactivity
Teamwork
Trustiness andoutcome focused
approach
Socialmeetings
Dealing with
prejudice
Resourcemanagement
System andprocess oriented
approach
JIVE mentortraining specificcompetencies
Independent work
Orientation inHungarian socialwelfare system
Orientation inHungarian criminal
justice system
Mentoring as tool,knowledge and
practice
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For the competencies chosen, the initial assessment showed that the lowest score was about the specific
competencies for JIVE Mentor Training (5,6). Graphic 1 presents the results of comparison between initial and
final assessment. Hungarian training pilot action produced an improvement of all competences worked.
Graphic 1. Results for Improvement of Competences in Hungary
The major increase stands for “JIVE Mentor Training Specific Competencies” which rose 1,7 points and the lowest
was for “Communication”. This results can probably notice the competencies that learners already had and those
that BAGázs had to invest.
7,58,0
7,27,7
5,6
7,88,2
7,8 8,07,3
0,0
1,0
2,0
3,0
4,0
5,0
6,0
7,0
8,0
9,0
10,0
Self-knowledge Communication Collaboration Social meetings JIVE Mentor Training SpecficCompetencies
Initial Final
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Italy
In what concerns the pilot action, Cooperativa Sociale Cellarius delivered 5 training session (in a B-learningformat), each one composed by 2 modules.
The “Welcome Meeting” session were included in the first session with the presentation of the training programme,
it aims and outcomes, contents, methods and evaluation system.
Table 6. Training delivery in Italy
Session number/ date Modules Place
1
st
October 16th, 2015
● “Welcome Meeting”
Offices of Cellarius
2nd
November 6th, 2015
● Introduction to the Italian Criminal Justice System
● Attitudes and Values to crime and justice
3rd
November 13th, 2015
● Role and responsibilities
● Risks, boundaries and self-regulation
4th
November 23th, 2015
● Working with external agencies
● Communication / Motivational Interviewing
5th
November 27th, 2015
● Communication skills in managing relationships
● Client needs' analysis
6th
December 10th, 2015
● Handling difficult situations
● Introduction to volunteer profile and self-assessmenttool
7th
January 15th, 2016
● Evaluation meeting with volunteers
(after 1 month by the end of the course)
The learners were invited to fill in of the "Diagnostic Questionnaire" in the first session and were informed that the
following questionnaires were only available through the online platform (this allowed to monitor the activities of
learners in real time through the filling in of the questionnaires).
Because the training pilot was delivered in different sessions (5), the number of attendance of participants was
different in each session (see Graphic 2). In total, the training pilots were delivered to 21 learners, more than it was
expected. The mean of attendance in sessions was 13 learners.
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Graphic 2. Number of trainees per session
Regarding the evaluation of the pilot sessions, the results are expressed as means of those actions instead of
individual results. This is useful to collect the overall picture and to produce effective conclusions about how it was
developed.
Learners’ Satisfaction
Learners’ satisfaction was evaluated through a questionnaire that focused 3 main dimensions: organization and
logistics; contents and didactics. A total of 5 questionnaires were applied, one for each session. From a total
number of 65 participants in all sessions, 42 completed the questionnaires online, with a response rate of 65%. The
results are expresses in a scale from 1 (Bad) to 6 (Excellent).
Graphic 3. Learners’ Satisfaction per dimension
As seen in Graphic 3, learners expressed satisfaction with the different dimensions, being the “Didactics” the most
appreciated (learning methods and materials)., followed by “Organization and logistics”. “Contents” (meeting
15
17
8
13
12
0
2
4
6
8
10
12
14
16
18
20
1st 2nd 3rd 4th 5th
4,84,5
5,7
0,0
1,0
2,0
3,0
4,0
5,0
6,0
Organization andlogistics
Contents Didactics
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expectations, duration) scored a mean of 4,5 which represents a good-to-very good rate. It has been highlighted that
the duration of the modules was not enough.
Learners were also invited to give suggestions for improving the training course. Learners said that it should be
organized different training groups according to their experience in the field, because «those who have already
experience in the field have an interest in different subjects».
During the last meeting with volunteers, for evaluation, learners also testify that:
«I loved the lesson, especially the classroom mode which involved participants in the course. »
«It’s always very useful to confront and hear the personal experiences which are those that make the difference to
a course with "only theory", considering that it is the practice that enables to gain the right experience to address
certain critical situations. »
Improvement of Competences
In the first meeting (welcome meeting), Italians have administered the self-assessment of competencies, but the
number of questionnaires was very short and the received data was not very significant. Thereby, there is no
reliable data that prove improvement of competencies.
However, during the selection process, volunteering associations have sent some characteristics of volunteers.
Almost all volunteers have a degree, mainly in social, humanistic, linguistic and legal fields. About their
experience in the volunteering sector, the group isn't homogeneous as some of them work in this sector since 5 or
more years, and some have just started (less than 2 years’ experience). The volunteers work both inside the prison
(with inmates) and outside (with crime victims and other target groups). The main activities carried out by the
volunteers who took part in the training course are: counselling office, library services, clothes and food
distribution inside the prison, literacy and foreign languages courses, supporting crime victims (outside the prison).
In the last training session, in the module “Introduction to volunteer profile and self -assessment tool”, 14
volunteers completed the questionnaire “Volunteer profile: volunteer competences framework”. The results aredescriptive:
Regarding “generic skills”, volunteers said they felt competent in communication, team work and
customer’s needs analysis;
For “specific skills”, volunteers said they felt competent in handling special/critical situations and in the
assessment of priorities;
Finally, regarding the area of “supportive skills”, volunteers said they have increased critical thinking.
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Furthermore, volunteers pointed out that training led to a rise in their ability of thinking about their role as
volunteers.
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Portugal
Aproximar and DGRSP performed 3 pilot actions in February 2016, for a period of 6 hours in class each pilotaction (plus 3 hours that learners spent online). The pilot actions took place in prison setting (2) or prison
administration institutions (1).
Table 7. Training delivery in Portugal
Action number/ date Modules Place
1st
February 5th, 2016
● Introduction to the Portuguese Criminal JusticeSystem
● Risks, boundaries and problems in prison setting
Prison administration
institution - Lisbon
2nd
February 10th, 2016
● Introduction to the Portuguese Criminal JusticeSystem
● Motivational interviewing
Prison setting - Leiria
3rd
February 12th, 2016
● Introduction to the Portuguese Criminal JusticeSystem
● Risks, boundaries and problems in prison setting
Prison setting - Oporto
Aproximar gathered a very high number of participants, and as it was not possible to accept everyone, Aproximar
kept a list of volunteers willing to develop the training after the pilots. The final list of participants registered a total
of 68 individuals, but Aproximar could only accept 45 learners. As a matter of fact, due to absences or dropouts,
the sum total of learners was 37, divided by:
Graphic 4. Number of Learners per Pilot Action
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All learners completed successfully the training, although some participants in Leiria didn’t access the multimedia
contents because of lack of IT competences.
Regarding the evaluation of the pilot actions, as Aproximar delivered 3 actions, the results are expressed as means
of those actions instead of individual results. This is useful to collect the overall picture and to produce effective
conclusions about how it was developed.
Trainers’ Satisfaction
As Aproximar delivered the training with own trainers, involved in JIVE project, namely in developing contents
and organizing the pilot actions, it was decided to have experts from Portuguese Prison and Probation Services
(DGRSP) to give feedback on how the pilot action was delivered. They gave their feedback on a questionnaire
which addressed factors such as logistics, contents, and learners’ profile, course nature and recommendation to
attend course, in a scale from 1 (very poor) to 6 (excellent).
According to our experts in volunteering in prisons, the training course is balanced (theoretical and practical) and
they all would recommend volunteers to attend this training. As for the contents (appropriateness to learners ’
needs, objectives and outcomes, practical application), experts rated a very high score (between 5 and 6), even
stating that there should be more modules for training, all volunteers in prisons should attend this training and that
this training toolkit should be available for all Portuguese Prison and Probation Services’ staff.
Learners’ Satisfaction
As a standard procedure for any delivery of training, learners were asked to give their feedback about the pilot
actions. This feedback was collected through a questionnaire that focused on 3 main dimensions: logistics, contents
and trainers, in a scale from 1 (Bad) to 6 (Excellent). The response rate was 100% for all pilot actions, as learners
didn’t leave room without delivering this questionnaire.
As seen in Graphic 5, learners were satisfied with pilot actions, especially with trainers and experts (theirknowledge about the theme). The training contents collected a fair-to-good rate, noticing that the lowest rate is for
Leiria, where participants were very experienced volunteers willing to learn specialized topics about Criminal
Justice System and how to deal with inmates and institutions. Logistics also were punctuated fair-to-good, mainly
due to duration and schedule of training, as most volunteers wanted more learning hours and also because the
majority are full-time workers and had to request a day-off to their employers.
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Graphic 5. Learners Satisfaction per Dimension (mean per local of pilot)
Volunteers noted that the training course is:
Balanced between theory and practice. This is an important result as we stand for a model in which
volunteers are able to go deep in theoretical contents and become more confident about their perspectives and
thoughts, but combined with practical exercises to strengthen knowledge acquired;
Recommendable, as all volunteers who participated in pilot action recommended other volunteers to attend
this training course.
Volunteers were free to give suggestions and comments about the training programme, especially regarding that it
would benefit other volunteers and that it was piloting training. Thereby, volunteers outlined as positive features
that:
«This training could be mandatory for volunteers willing to work in prisons»
«The exercises and group activities bring added value to reinforce knowledge acquired»
«We learnt some strategies on how to react»
«This training is very valuable for people who want to become volunteers in prisons»
As suggestions for improvement, volunteers stated that Aproximar should:
Add role plays and more exercises;
Make online contents available for a longer period; and
Increase session duration.
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Comparing all 3 pilot actions for learners’ satisfaction, Lisbon received the highest score (5,25) and Leiria the
lowest (4,54). Although Aproximar tried to keep some standards in delivering the training in each pilot action,
some factors could justify the differences: room and equipment’s (in Leiria room temperature was not very
comfortable); contents explored (they were the same for Lisbon and Oporto, but different for Leiria); group of
volunteers and their background (in Leiria there were very experienced volunteers, as we already mention); and
experts (different backgrounds, experience and personality).
Graphic 6. Learners Satisfaction (mean per local of pilot)
Improvement of Competences
The self-assessment tool, as part of the training toolkit, can be applied as a method for evaluation of improvement
of competences worked in workshop sessions. In pilot actions, Aproximar also used this tool to prove the efficacy
of the training, as it is a key factor for validation of the training programme conceived.
As mentioned before, the competences assessed are displayed in the Volunteers Profile. In the pre-assessment,
volunteers have gone through all competences to be tested in order to define weaker and stronger points of their
volunteer role and set up the tailor-made training. In the post-assessment, as training just worked those
competences that were weaker, volunteers just had to level those ones. Thus, it´s possible to make a linkage
between their knowledge, abilities and attitudes before and after training, and attest if the training programme
works towards effective development of competences.
For the competences chosen, the initial assessment results showed that the lowest score was about the competence
“CJS legislation and regulations” followed by “Motivating CJS clients and agencies”. Nevertheless, as this
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represents means scores for the three pilots, both in Lisbon and Oporto, the competence “Managing CJS special
needs clients” rated lower .
As seen in Graphic 7 , the training pilot action produced an improvement of all competences worked, being the
greatest increase for “CJS legislation and regulations” and “Understanding CJS specific environments”.
Graphic 7. Results for Improvement of Competences in Portugal
These results are satisfied for JIVE partners as it indicates that the developed training programme effectively
produces outcomes. Further evaluation might be on-job, directly with volunteers who participated in pilot action, to
verify if behaviours are different and performance is better.
2,46
3,17
2,77
3,133,28
3,68
3,23 3,29
0,00
0,50
1,00
1,50
2,00
2,50
3,00
3,50
4,00
CJS legislationand regulations
UnderstandingCJS specific
environments
Motivating CJSclients andagencies
Managing CJSspecial needs
clients
Initial
Final
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Romania
Grado carried out a training pilot with students in February 2016 at Grado’s headquarters. The requests fromstudents were very high but Grado could only accept 17 participants. Due to absences or dropouts, the sum total of
learners was 9.
Graphic 8. Data from requests, registration and attendance in Romanian pilot
Learners’ Satisfaction
Grado asked learners to give their feedback about the pilot actions a questionnaire that was shared in the
curriculum development stage (it’s the same version of that used in Aproximar’s pilot). The response rate was
100%.
Romanian learners were very satisfied with training pilot (see Graphic 9):
Training logistics rated 4,8 (from 1 to 6);
Training contents collected a good-to-excellent rate; and
Trainers got the highest score with 5,6.
The lowest score for logistics might be due to the length of training, as most participants said that it was too short.
44
17
9
0
5
10
15
20
25
30
35
40
Requests Registrations Attendances
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Graphic 9. Learners’ Satisfaction Results per dimension
Volunteers thought that the training course is:
Very practical (7 answers). This is relevant as it shows a different perspective from other partners (namely
Portugal) and as JIVE partners aimed for a model which combined theory and practice, it must be analysed what
were the main differences and how trainers developed the workshop sessions;
Recommendable, as all volunteers who participated in pilot action recommended other volunteers to attend
this training course.
Grado, like Cellarius, didn’t apply a self-assessment of competences previous to training pilot. Grado will only
apply it after an internship they are organizing with learners in a prison setting.
4,85,4
5,6
0,0
1,0
2,0
3,0
4,0
5,0
6,0
Training logistics Training contents Trainers
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CONTENTS’ QUALITY ASSESSMENT
As a part of the evaluation of the pilot action, namely for the evaluation of the contents and the overall training
programme, Aproximar conducted an assessment. The assessment comprises a questionnaire which focus on 8
dimensions that are relevant for a training programme:
▪ Innovation (intensity of new and distinctive features in training contents; what differentiates this from
other training contents with similar characteristics and purposes; the content’s added value compared to
conventional responses and the development of new skills)
▪ Suitability (how far the contents respects the culture, the social experience and the previous knowledge
and training of target-audience and the organizations they were developed for and responds to their needs
and problems regarding volunteering)
▪ Usefulness (benefits and added value perceived by volunteers, evidenced in terms of skills recognition,
social value and / or personal autonomy)
▪ Accessibility (User-friendly) (proximity and familiarity of the target-audience and the organizations with
the contents, particularly in terms of literacy and technology, clarity and transparency in language)
▪ Accuracy (contents refer to real situations occurring in prison context; contents are relevant for volunteers’
role)
▪ Feasibility (adaptability to prison context and to different learning domains and contexts)
▪ Acceptability (volunteers’ level of acceptance and adoption willingness)
▪ Expected Impact (volunteers might improve their activities and their role as volunteers and produce
greater outcomes inside the prison context)
This questionnaire was delivered to all learners (except Italy because when assessment structure was finished, their
pilot action had already ended and no participant answered). Participants had to score from 1 (low or insufficient)
to 4 (very high or very good) each dimension and justify their answer and also to point out the strengths and
weaknesses of contents and to give improvement suggestions and recommendations.
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Comparing the three country pilots, it shows that the contents’ proved to be perceived as quality by all participants,
even though we cannot compare it accurately. Even so, the contents’ quality scored up to 3 in all dimensions (see
Graphic 10). The most relevant result is for suitability and expected impact which have the major points among
three pilots, alongside with usefulness, accessibility and acceptability. Training contents showed to address
volunteer’s needs for knowledge and to produce effective results; also volunteers feel that JIVE training benefits
their role as volunteers being more capable to carry out volunteering activities autonomously. This results are
consistent with the results of training pilots delivery, namely with learners’ satisfaction and testimonies and with
the improvement of competencies, enhancing the added value of JIVE training for volunteers in Criminal Justice
System.
Graphic 10. Contents’ Quality Results per Country Pilot
3,3
3,7
3,7
3,8
3,8
3,8
3,7
3,8
3,6
4,0
4,0
3,4
3,4
3,8
3,9
4,0
3,8
3,9
4,0
3,9
4,0
4,0
Innovation
Suitability
Usefulness
Accessibility (User-friendly)
Accuracy
Feasibility
Acceptability
Expected Impact
Portugal Hungary Romania
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In addition to questionnaire, volunteers were asked to identify strengths and weaknesses of training contents, as
summarized below:
Strengths Weaknesses
Simple and interesting
Enlightening
Sharing of experiences
Meaningfulness
Accessing online contents first
Proper themes and well developed
giving a wide perspective about
volunteering in prisons The content is referring to real
situation we can face in ourvolunteering activity
Lots of new information
Very good documentation
Include some media files, such as
videos
Add some role plays for personal
attitudes
Review of theoretical contents
Review of online exercises
IT problems in platform
As contents are too extensive, itneeds more learning hours
Concerning individual/country results for contents’ quality assessment, the major findings demonstrates that
volunteers appreciated the knowledge acquired and the methodologies applied.
The results of Hungarian contents’ assessment reveals to be very satisfied, although they are not similar to what
JIVE training programme stands for. Nevertheless, it is an important outcome of JIVE project as it shows a
different standard for training specialized volunteers, introducing specific contents such as mentoring. The highest
scores for contents are for its suitability and usefulness, achieving the top score of 4, justified by:
«(...) the training was greatly adapted [to participants’] backgrounds and culture»
«(...) trainers successfully showed and taught us how to communicate properly, and they gave us a lot of new
knowledge about the penalty execution»
The lower scores for Hungary are for feasibility and accuracy, both scoring 3,4:
«Concerning reference to real situations, we also read parts of actual criminal court records, and one of the
inside-community learners shared his experiences about his late drug-addiction and spending years in prison
before getting involved in the programmes of BAGázs»
«We could meet an ex-convict, who really convincingly transmitted his thoughts on prison life»
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For Portugal, the results are positive and show that contents are of high value for volunteers. The highest scores
stand for accessibility, accuracy, feasibility and expected impact, although suitability, usefulness and acceptability
are just 1 point down. Participants stated that:
«contents were very relevant»
«Accessing online contents makes it easier to internalise the information»
Innovation got the lowest score in Portugal assessment, even though it was rated high/good:
«There are few training programmes in this field so just its existence is already an innovation»
«It adds contents to other known training (such as DGRSP manual)»
In Romania, the results got the highest scores among the three pilots. Only feasibility and accessibility rated lower
than the top score (3,9). This can be due to Romanian context in which volunteer’s training is not very common
and so this pilot action was an outstanding event:
«Information accuracy»
«Very good group communication»
«Attractive»
«Good and interactive presentation»
In conclusion, JIVE partners are very satisfied with these results as they contribute to enhance the JIVE reports’
recommendations and the added value of training for volunteers. JIVE partners acknowledge that further
investment on training framework is needed and they will develop all their efforts to disseminate these findings and
to send this information abroad.
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CONSTRAINTS
Regardless of the positive results of training pilot actions developed, the four partner countries handled some
constraints when delivering JIVE training for the first time. The challenges partners faced are presented to help
other organizations to overcome this less positive situation and/or to prevent them for happening.
The constraints can be grouped into four categories:
Assessment of competencies
Completion of self-assessment. Volunteers weren’t aware of this procedure or didn’t recognize its value
before training. Volunteers didn’t understand the competencies or the level they were really in. Only after
training volunteers were fully aware of what each competencies mean: in some cases, they scored lower in
final assessment for this reason and not because the competences decrease. Some countries didn’t apply the
initial self-assessment.
Improvement of competencies. As the completion of self-assessment was not a regular procedure,
sometimes it was not possible to observe the improvement of competencies with reliable data.
Assessment ofcompetencies
B-learningformat
Groupcharacteristics
Comparisonbetween
training pilots
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B-learning format
Using an online platform. For almost all countries, it was the first time they train volunteers in a B-learning
format. They had to learn how to develop this type of training and how to use a platform.
Multimedia files ready for use. Only Aproximar created multimedia files for the platform (based on
training presentations). The amount of contents and the timeline put out some pressure in concluding all
modules on time.
Accessing internet for online contents. In some occasions, learners dealt with difficulties when accessing
the online platform. Most times, this is due to internet connection but a few learners might have lack of IT
competencies.
Group characteristics
Experienced and new volunteers. In most training groups, there was a mix of experienced volunteers,
working a long time ago in CJS, with new volunteers/ people who want to become volunteers. Needs of
both groups are distinct and trainers had to manage the depth of contents approached and the type of
activities to perform.
Gap between motivation and knowledge. Many participants were highly motivated but had little knowledge
initially about volunteering in CJS. Trainers had to manage their motivation and expectations, and give
them very basic concepts about volunteering in CJS.
Confronting beliefs. Despite debates and sharing points of view is part of JIVE training, this kind of
activities might become polemic and unpleasant as participants have to deal with their own preconceived
ideas.
Comparison between training pilots
Couldn’t have a proper comparison between pilots. As this were the first training actions for JIVE training, partners let each country free to decide how to deliver training. This way, just a few factors were similar,
like training programme, session plans and structure of contents. There was no definition of common
indicators for the evaluation.
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Annexe 1 - Questionnaire for Contents’ Quality Assessment