Corrections, implementation, and organizational ecology: an introduction to the Purveyor Core-Skills Model

What Factors Contribute to Differential Perceptions Toward Evidence-Based Practices? An Examination of Officer Role Orientation, Job Satisfaction, Confidence, and Skill Proficiency

“…Posttraining, often agencies use an implementation science framework to guide implementation efforts where there are three main components that need to be attended to for implementation to be successful (e.g., Alexander, 2011; Fixsen et al, 2009; Mathews, 2015). The components include Staff Competency (e.g., coaching or staff beliefs), Organizational Supports (e.g., decision data support system or external coordination of resources), and Leadership drivers (Alexander, 2011; Damschroder et al, 2009; Fixsen et al, 2009; Mathews, 2015).…”

“…Posttraining, often agencies use an implementation science framework to guide implementation efforts where there are three main components that need to be attended to for implementation to be successful (e.g., Alexander, 2011; Fixsen et al, 2009; Mathews, 2015). The components include Staff Competency (e.g., coaching or staff beliefs), Organizational Supports (e.g., decision data support system or external coordination of resources), and Leadership drivers (Alexander, 2011; Damschroder et al, 2009; Fixsen et al, 2009; Mathews, 2015). This study focused on the Staff Competency driver, because probation officers have direct contact with justice-involved persons, and thus, implementation science would suggest that the Staff Competency driver is achieved by: (a) providing initial training on EBPs, (b) selecting officers who are open to using EBPs, receiving constructive feedback on their use of EBPs, and incorporating the feedback into their supervision sessions with clients, and (c) the use of coaching to provide opportunities for individualized follow-up support after the initial training (e.g., Alexander, 2011; Waters et al, 2013).…”