Prison Administration

Criminology ◽  
2020 ◽  
Author(s):  
Stan Stojkovic

Leadership concerns and management functions define the essential elements of prison administration. While for most prisons, there is not a formal title of “prison leader” or “prison manager,” there are persons in administrative positions who take on leadership roles and perform management duties. Leadership involves the articulation of both mission and vision, while management involves the accomplishment of specific tasks. Both leadership and management are needed for effective prison administration to exist. This piece will examine the following topics: drawing a distinction between leadership and management, the role of politics in prison administration, and the importance of correctional staff supervision and development. Finally, the article provides a model of leadership development found in the California Department of Corrections and Rehabilitation as an example of promoting effective prison administration.

2017 ◽  
Vol 30 (4) ◽  
pp. 394-410 ◽  
Author(s):  
Prosenjit Giri ◽  
Jill Aylott ◽  
Karen Kilner

Purpose The purpose of this study was to explore which factors motivate doctors to engage in leadership roles and to frame an inquiry of self-assessment within Self-Determination Theory (SDT) to identify the extent to which a group of occupational health physicians (OHPs) was able to self-determine their leadership needs, using a National Health Service (NHS) England competency approach promoted by the NHS England Leadership Academy as a self-assessment leadership diagnostic. Medical leadership is seen as crucial to the transformation of health-care services, yet leadership programmes are often designed with a top-down and centrally commissioned “one-size-fits-all” approach. In the UK, the Smith Review (2015) concluded that more decentralised and locally designed leadership development programmes were needed to meet the health-care challenges of the future. However, there is an absence of empirical research to inform the design of effective strategies that will engage and motivate doctors to take up leadership roles, while at the same time, health-care organisations continue to develop formal leadership roles as a way to secure medical leadership engagement. The problem is further compounded by a lack of validated leadership qualities assessment instruments which support researching this problem. Design/Methodology/approach The analysis draws on a sample of about 25 per cent of the total population size of the Faculty of Occupational Medicine (n = 1,000). The questionnaire used was the Leadership Qualities Framework tool as a form of online self-assessment (NHS Leadership Academy, 2012). The data were analysed using descriptive statistics and simple inferential methods. Findings OHPs are open about reporting their leadership strengths and leadership development needs and recognise leadership learning as an ongoing development need regardless of their level of personal competence. This study found that the single most important factor to affect a doctor’s confidence in leadership is their experience in a management role. In multivariate regression, management experience accounted for the usefulness of leadership training, suggesting that doctors learn best through applied “leadership learning” as opposed to theory-driven programmes. Drawing on SDT (Deci and Ryan, 1985; 2000; Ryan and Deci, 2000), this article provides a theoretical framework that helps to understand those doctors who are likely to engage in leadership and management activities in the organisation. More choice and self-determination of medical leadership programmes are likely to result in more relevant leadership learning that builds on doctors’ previous experience in this area. Research limitations/implications While this study benefitted from a large sample size, it was limited to the use of purely quantitative methods. Future studies would benefit from the application of a mixed methodology to combine quantitative data with one-to-one interviews or a focus group. Practical implications This study suggests that doctors are able to determine their own learning needs reliably and that they are more likely to increase their confidence in leadership and management if they are exposed to leadership and management experience. Originality/value This is the first large-scale study of this kind with a large sample within a single medical specialty. The study is considered as insider research, as the first author is an OHP with knowledge of how to engage OHPs in this work.


2015 ◽  
Vol 36 (5) ◽  
pp. 512-526 ◽  
Author(s):  
Christopher H. Thomas ◽  
Robert R Hirschfeld

Purpose – The purpose of this paper is to explore the idea that action makes knowledge more consequential for being deemed an emergent leader among peers. The authors hypothesized that mastery of teamwork knowledge has a stronger relationship with advancement potential when combined with a strong propensity to work toward collective success (i.e. greater action). Design/methodology/approach – The authors tested the hypothesized interaction with moderated path analysis of data from two field studies on team-based trainees in a military leadership-development program. Findings – The findings suggest that to be deemed an exceptional leader among one’s peers, an individual must have both relevant expertise and a propensity to use that expertise to the benefit of others. Either of these attributes matters more when combined with a great deal of the other, such that they are interdependent rather than independent. Practical implications – Informed by the findings, the authors discuss several ways for organizations to build a sufficient internal supply of future leaders. Such interventions include personal coaching and mentoring as means of developing possible candidates, for higher level leadership roles, who are deficient in one or both of the focal attributes (i.e. knowledge and action). Originality/value – The authors propose the role of action in relation to knowledge as one of augmentation rather than compensation. This represents a unique theoretical specification, in that few models have specified interactions among individual-level factors in explaining leader emergence. The finding that action is pivotal in shaping the extent to which knowledge is conducive to establishing oneself as a candidate for higher level roles of organizational leadership represents a unique empirical contribution to the leadership development literature.


1997 ◽  
Vol 7 (6) ◽  
pp. 592-608 ◽  
Author(s):  
Philip Hallinger ◽  
Edwin Bridges

This article presents a scenario for the future of school leadership and the role of problem-based leadership development. This scenario fosters several assumptions concerning the capacities that will be needed by future school leaders: a) ability to adapt to a rapidly changing environment, b) attitudes and skills in life-long learning, c) more varied leadership roles, d) higher levels of collaboration with professionals and parents. We define and describe problem-based leadership development and compare it with traditional forms of instruction. We do not advocate PBL as a replacement for administrative preparation; rather, we offer the rationale for using PBL as a complementary approach to leadership development.


2015 ◽  
Vol 14 (3) ◽  
pp. 89-93 ◽  
Author(s):  
Thomas O. Davenport

Purpose The purpose of the article is to demonstrate the value that human resource (HR) can provide in the effectiveness of leaders and managers. Design/methodology/approach Two complementary Towers Watson studies – the 2014 Global Workforce Study (GWS) of over 32,000 employees, and the 2014 Global Talent Management & Rewards Study (TM&R) of 1,637 organizations – formed the research basis for the article. The TM&R study was fielded from April to June 2014 in 31 markets around the world and includes responses from 1,637 participating organizations in a range of industries. The GWS covers some 32,000 employees from a population of full-time employees working in large- and mid-sized organizations across a range of industries in 26 markets around the world. It was fielded online during April and May 2014. Findings A key role of HR is ensuring that the organization has the right people performing well in leadership roles at all levels. This means HR must focus attention in five key areas: job architecture, incumbent assessment, performance definition, recognition for success and building leadership capacity. It is also up to HR to dispel the notion that “soft skills” should be subordinate to “hard skills”, which are often seen as more important. In fact, soft skills are usually more difficult to master and, in our opinion, are more important – they are what leaders need to maximize performance from others. Research limitations/implications Different observers assign a variety of roles to the HR function. These range from compliance enforcer and data administrator to strategic partner and culture creator. The author believes that HR’s most important role may well be ensuring that the organization has an ample supply of leadership and management capability at every level of the enterprise. It is leaders, who envision the future and help people generate the motivation to go there, and managers, who see to it that systems, assets and processes serve their purposes efficiently, who enable the enterprise to make the most of each employee’s contribution. Practical implications In a world where technology evolution, demographic shifts and social change are rewriting the rules of the workplace, the author can expect that the role of the HR function will also continue to change. What should not change, however, is the contribution that HR makes toward building and preserving the organization’s leadership and management capacity. In this article, the author makes the case that, despite the many shifts taking place in the business terrain, HR should remain focused on this fundamental goal, acting as ally, trusted advisor and coach. Originality/value The value of this article is to provide strategic and practical advice on how HR can influence manager and leader effectiveness.


2014 ◽  
Vol 4 (2) ◽  
pp. 15-22
Author(s):  
Grzegorz Ignatowski

Abstract Confidence is one of the most essential elements which no social or professional group can exist without. As feature of character it is required in someone’s private, social and professional life. In all our relationships we lose it due to telling lies. Lies accompany our personal life on all its stages. Already three-year old children tell lies to satisfy their parents, check whether they are able to realize they are deceived or to demonstrate their dominance over them. Teachers and ethicists differentiate between useful didactic lies and ruthless and cynical comments harmful to others. Because of emotional ties and close relationships, a family is the best environment where a child should be taught to despise lies and respect trust


2018 ◽  
Vol 2 (2) ◽  
pp. 84
Author(s):  
Fahrurrrazi Fahrurrrazi

Penelitian ini dilatarbelakangi oleh fenomena minat baca siswa dan pengaruh minat baca terhadap pertumbuhan kemampuan belajar siswa pada jenjang-jenjang pendidikan selanjutnya. Kepala sekolah sebagai lokomotif perkembangan mutu pendidikan memiliki peran strategi bagi pengumbuhan dan pengembangan minat baca peserta didik. Penelitian ini bertujuan untuk mengetahui peran kepala madrasah sebagai edukator, manajer, dan innovator dalam pengembangan minat baca peserta didik di MIT Nurul Islam Kota Semarang. Penelitian ini merupakan penelitian kualitatif lapangan, data dikumpulkan melalui observasi, wawancara, dokumentasi dan triangulasi, serta dianalisis dengan teknik analisis deskriptif. Hasil penelitian ini menunjukkan bahwa: 1) Peran kepala madrasah sebagai edukator dalam pengembangan minat baca peserta didik meliputi meliputi tiga pembinaan, yakni pembinaan mental dan moral, serta pembinaan artistik. 2) Peran kepala madrasah sebagai manajer dalam pengembangan minat baca peserta didik di MIT Nurul Islam meliputi penerapan fungsi-fungsi manajemen dengan didasarkan pada pada kerjasama dengan USAID dan UIN Walisongo Semarang. 3) Peran kepala madrasah sebagai innovator dalam pengembangan minat baca peserta didik di MIT Nurul Islam Kota Semarang meliputi inovasi strategi, pola pikir (mindset) dan struktur. Abstract This research is motivated by the phenomenon of reading interest of students and the influence of reading interest on the growth of students' learning ability in the next level of education. The principal as a locomotive of the development of the quality of education has a strategic role for the growth and development of reading interest of learners. This study aims to determine the role of principal as an educator, manager, and innovator in the development of reading interest of learners in MIT Nurul Islam Semarang City. This research is a qualitative field research, data collected through observation, interview, documentation and triangulation, and analyzed by descriptive analysis technique. The results of this study indicate that: 1) The role of principal as an educator in the development of reading interest of learners includes three activities are coaching, namely mental and moral coaching, and artistic coaching. 2) The role of principal as manager in the development of reading interest of learners at MIT Nurul Islam covers the application of management functions based on cooperation with USAID and UIN Walisongo Semarang. 3) The role of principal as innovator in the development of reading interest of learners at MIT Nurul Islam Semarang City includes innovation strategy, mindset, and structure.


In the chapter, Haq analyses the deepening developing country debt problem of the 1980s and outlines the essential elements for an acceptable solution to the problem. To Haq, IMF seemed to be the most appropriate international intermediary to manage this. Haq goes on to outline the specifics of how the role of the IMF could be modified to find long-term solutions for managing developing-country debt.


2021 ◽  
pp. 1-14
Author(s):  
Hamed Zargari ◽  
Morteza Zahedi ◽  
Marziea Rahimi

Words are one of the most essential elements of expressing sentiments in context although they are not the only ones. Also, syntactic relationships between words, morphology, punctuation, and linguistic phenomena are influential. Merely considering the concept of words as isolated phenomena causes a lot of mistakes in sentiment analysis systems. So far, a large amount of research has been conducted on generating sentiment dictionaries containing only sentiment words. A number of these dictionaries have addressed the role of combinations of sentiment words, negators, and intensifiers, while almost none of them considered the heterogeneous effect of the occurrence of multiple linguistic phenomena in sentiment compounds. Regarding the weaknesses of the existing sentiment dictionaries, in addressing the heterogeneous effect of the occurrence of multiple intensifiers, this research presents a sentiment dictionary based on the analysis of sentiment compounds including sentiment words, negators, and intensifiers by considering the multiple intensifiers relative to the sentiment word and assigning a location-based coefficient to the intensifier, which increases the covered sentiment phrase in the dictionary, and enhanced efficiency of proposed dictionary-based sentiment analysis methods up to 7% compared to the latest methods.


Energies ◽  
2021 ◽  
Vol 14 (3) ◽  
pp. 648
Author(s):  
Elizabeth Hewitt

In addition to formalized leadership roles within organizations, leadership can also influence members through informal channels. This work argues that multifamily residential buildings can be viewed as organizations and, as such, explores the influence that informal leaders can wield in shaping culture around the motivation for conserving energy. This work draws on qualitative fieldwork conducted in a Brooklyn cooperative building. Findings indicate that the study building benefitted from the leadership of a long-standing board member, which contributed to the implementation of a number of energy efficiency initiatives. Interestingly, this leadership also led to a culture of cost efficiency over environmental concern as the motivating force behind these initiatives. This narrative was well disseminated, with most residents reporting that the building does not have a culture of conservation, despite a strong energy efficiency leaning. Thus, this work posits that leadership can greatly shape perception and culture around energy but can also be leveraged to craft a more environmentally-motivated conservation culture. It also argues that leadership can be complementary to decentralized organizational structures, and that creative mechanisms in residential buildings can capitalize on both, allowing members at all levels of the organization more influence in shaping the building’s culture.


Leadership ◽  
2021 ◽  
pp. 174271502199822
Author(s):  
Gareth Edwards ◽  
Beverley Hawkins ◽  
Neil Sutherland

This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.


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