The Benefits of Training in Public SafetyJi-A Min
Training may need to play a role whenever there’s a gap between your actual and desired knowledge, skills, or abilities. Training designed to target a specific learning or development gap allows you and your organization to invest time, money, and effort effectively.
Our customers trust the scientific rigor of MHS Public Safety assessments. We strive to provide training that is similarly rigorous, comprehensive, and effective. To meet our learners’ goals and objectives, MHS offers training delivered in a variety of methods facilitated by assessment developers, accredited trainers, and other subject matter experts.
There are many benefits of training for customers who want to use our assessments and develop their professional skill set.
Why should professionals invest in training?
Even for the most seasoned professionals, training represents opportunities for professional growth and career development. Research on the effectiveness of training demonstrates it can lead to significant improvements in workplace learning and performance (Arthur Jr., Bennett Jr., Edens, & Bell, 2003; Uslu, Marcus, & Kisbu-Sakarya, 2022). Surveys show that opportunities to develop new skills and grow their careers are among the top motivators for employees (LinkedIn’s 2023 Workplace Learning Report).
To help professionals and paraprofessionals involved in the assessment, treatment, and monitoring of individuals impacted by the justice system achieve a high level of professional excellence, our training curricula are made to be eligible for Continuing Education (CE) hours. Our courses are designed to cover content areas for which state regulation boards require competency so that CE credits can be applied towards your licensing requirements.
Certification designed and facilitated by a subject matter expert ensures consistency and accuracy in how practitioners administer, interpret, and use high stakes assessments. This type of comprehensive training enables you to feel confident and competent that you are correctly interpreting, administrating, and using our tools.
While certification on our assessments is mandatory depending on your educational qualifications, research shows compelling evidence for all professionals to invest in training to achieve successful real-world outcomes. Findings show that officers trained on risk-need-responsivity-based intervention skills and techniques develop stronger relationships with their probationers and achieve lower recidivism rates than officers who are not trained (Bourgon, Gutierrez, & Ashton, 2012; Fulton, Stichman, Travis, & Latessa, 1997; Lowenkamp, Holsinger, Flores, & Koutsenok, 2013; Taxman, 2008).
Types of training offered by MHS
Employees are often time-strapped with only a small percentage of their week typically available to focus on training and development. In addition, a significant portion of employees do most of their work somewhere other than their employer’s location (Deloitte’s Leading in Learning).
How we learn and access information has changed: we want immediate access to relevant information that’s easily digestible. To meet employees’ various learning needs, training has to be flexible, convenient, tech-enabled, and location-agnostic.
Through our online Public Safety training platform, MHS’ Global Institute of Forensic Research (GIFR), we offer the flexibility and accessibility of on demand certified training for tools such as the Level of Service/Case Management Inventory (LS/CMI), Youth Level of Service/Case Management Inventory 2.0 (YLS/CMI™ 2.0), Terrorist Radicalization Assessment Protocol-18™ (TRAP-18), Risk Matrix 2000, Protective + Risk Observations For Eliminating Sexual Offense Recidivism (PROFESOR), and more.
These courses feature tool developers, accredited trainers, and experts who provide comprehensive knowledge of a tool’s theory and history, its accurate administration, and best practices for its use and implementation. As sustained knowledge transfer and skill development requires continuous practice and enhancement, customers can further reinforce their learning through on demand booster training available on the GIFR platform.
Virtual live training offers the benefits of interacting with trainers in real-time without the hassle and expense of being in person. Learners also benefit from practicing and knowledge sharing with a cohort of other professionals. Every year, hundreds of MHS customers learn how to use assessments such as the Hare Psychopathy Checklist-Revised (PCL-R) and the Static-99R through live facilitator-led online webinars as well as through live training specific for their organization delivered by a network of certified trainers.
MHS also offers live and interactive training through our free MHS Public Safety webinars featuring thought leaders and partnering organizations such as the Sex Offender Civil Commitment Program Network (SOCCPN).
Training enables Public Safety professionals to develop their knowledge and skillset by staying current on new research and evidence-based best practices. The GIFR platform provides a monthly research bulletin, available to GIFR members, on the most recent findings and their practical implications. It also offers training on best practices, such as ATSA Master Classes, in areas such as risk assessment, cultural sensitivity in evaluation, and ethics in treatment. Thousands of learners complete certification or professional development training through GIFR every year.
Public Safety professionals desire effective certification and training to help them better assess client needs, implement service plans, and coordinate with community resources to achieve client service needs. Facilitated by subject matter experts, MHS’ training offerings equip you with the competence to administer high stakes assessments accurately and further your professional learning and skill development by staying knowledgeable on research and best practices in the field.
Have questions about any of our training offerings? Get in touch with our team today.
Arthur, W. Jr., Bennett, W. Jr., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations:
A meta-analysis of design and evaluation features. Journal of Applied Psychology, 88(2), 234-245.
Bourgon, G., Gutierrez, L., & Ashton, J. (2012). The evolution of community supervision practice: The
transformation from case manager to change agent, Federal Probation, 76(2), 27-35.
Fulton, B., Stichman, A., Travis, L., & Latessa, E. (1997). Moderating probation and parole officer attitudes
to achieve desired outcomes. The Prison Journal, 77(3), 295–312.
Lowenkamp, C. T., Holsinger, A. M., Flores, A. W., & Koutsenok, I. (2013). Changing probation officer
attitudes: Training experience, motivation, and knowledge. Federal Probation, 77(2), 54-58.
Taxman, F. S. (2008). No illusion, offender and organizational change in Maryland’s proactive community
supervision model, Criminology and Public Policy 7(2), 275-302.
Uslu, D., Marcus, J., & Kisbu-Sakarya, Y. (2022). Toward optimized effectiveness of employee training
programs: A meta-analysis. Journal of Personnel Psychology, 21(2), 49–65.