The more definite the pattern of an individual's observed behaviors, the more likely the person being questioned is being "being evasive or untruthful." No single behavior, however, stands alone or can serve as absolute proof regarding the validity of a statement. Instead, a combination of behaviors need to be assessed.
The interviewer must look at the cumulative message of behaviors.
The following behavior includes not only how the words are spoken, but also components that accompany speech; for instance: stalling; hesitating; being excessively polite; responding to a question with another question; trying to attach validity to a response by invoking God or religion ("I swear to God"). (Ibid.) Gaining and maintaining a client's attention during interviews is a key technique for securing relevant data. Although I do not perceive my clients to be criminals, studying and utilizing interviewing techniques from law enforcement, I contend, has strengthened my ability to obtain more relevant data during the interview process.
When My Learning Took Place
My learning of components of Dynamics of Case Management began in 1997 and continues even today.
1. In 1997, when I first began working at the Capital Region Workforce Development Board in Hartford Connecticut until I left my position there in 2000, I basically worked full time, 40 hours per week. At times, when a need arose for me to work additional hours, I made a point to be available. I learned first and foremost that I had to discipline myself, as well as strengthen myself in skills in my chosen profession. "Step-by-step," a concept Watson (2002) proposes in regard to training, has also become a part of my training mode training others, staff and clients, as well as disciplining myself. Training, albeit, is not always the solution for performance deficiency. Sometimes, an observed deficiency may be due to a lack of knowledge or skill, and in turn, "training will serve no purpose."
My work from 2001 to 2002 at Catholic Family Services, also in Hartford, Connecticut also consisted of 40 and sometimes 40+ hours per week, as I was employed full time. As I invested more time in learning more about Oral Communication and trying the following five steps, known as the ADDIE mode, are used in terms related to security manager, etc. But relate as well to Case Management training:
Analysis. The first phase of the ADDIE model, instructional analysis, is the foundation on which the entire program is built. The security manager needs to determine whether training is the proper solution and, if so, what the goal or outcome of the specific training will be....
Design. The next phase deals with the design of the training. With the instructional objectives now written, the security manager must determine what format the training course will take....
Development. The security manager will need to determine exactly what the course or training will look like. To this end, the security manager will use the instructional objectives from the analysis phase and the formatting decision made in the design phase and review the available resources at his or her disposal, with training specifics depending on the size of the department and the level of formality desired for the final product.
Implementation. Implementing the program is the next step. Once again, depending on the size of the operation, available resources, and the level of formality desired, this step can take as little as one day or as much as several months to complete.
Evaluation. The purpose of the evaluation phase is to determine whether students have learned the intended knowledge or skills. Managers can determine the success of the program by repeating the analysis phase to see whether the performance gap has been eliminated. But the manager must also review the training program itself, considering performance results over time, feedback from the learners, associated costs, and operational impacts on the department. These results, taken in their totality, should then be used to improve the training program. (Ibid) began a new position in 2003, but continued to work at the Catholic Family Services full-time. During this time, I gained extensive experience in the Hunan Services field, including employment and training,
People Involved in This Learning
1. Individuals involved in my life in 1997 to 2000 when I worked as Client Services
Coordinator:
Supervisors:
Professionals:
Clients:
2. People who know me and supported my work from 2001 to 2002, as Assistant Project Coordinator/Team Leader at Catholic Family Services, also in Hartford, Connecticut, include:
Supervisors:
Professionals:
Clients:
3. Individuals involved in my life during my work from 2003 until the present at Catholic Family Services include:
Supervisors:
Professionals:
Clients:
Questions Answered
4. Demonstrate familiarity with a variety of techniques...
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