Table 1. Program Design Overview for Four Recidivism Initiatives

St Giles Trust— Supports exoffendes with employment serivices;

Ormiston Children & Families Trust (Ormiston)— works with prisoners ad their families;

SOVA— Providing volunteer support pre and post release;

are nonprofit organizations with extensive experience working with incarcerated youth.

headquartered in New York City and operating in New York, California, Oklahoma, Pennsylvania, CEO primarily serves individuals with criminal backgrounds and minimal employment experience.

a Boston-based organization serving the needs of high-risk youth.

1. Job-readiness training
2. Transitional employment
3. Job placement assistance
4. Post-placement follow-up

St Giles Trust

1. 6 full-time caseworkers
   • provided risk + needs assessments, & referrals for services, often in 1st wk.
   • At release, helped cohorts prep for appt. + housing.
   • In the community, helped cohorts access needed services, proactively contacted disengaged participants, & at times appeared in court to provide support them & relevant info to officials.
2. Peer volunteers
   • At release, met participants at the gates.
   • In the community worked with a St Giles caseworker in administrative role, directly engaged cohorts, & contacted those out of touch.

   Sova

3. Manager
   • met with cohorts + St Giles caseworkers to help with cohorts/peer volunteers matching, & needs + risk assessments.
   • In the community, managed & supported Sova volunteers + landlord liaison.
4. 50 volunteers
   • at times met with cohorts labeled lower risk, providing individualized support.
   • In the community, kept in contact + monitored cohorts progress, guiding them towards productive activities. Interactions depended on the individuals, could included coffee chats, trips to Alcoholics Anonymous, or helping with paperwork. In some cases cohorts & volunteers lived in separate towns & had little communication. (3)
5. Landlord liaison caseworker
   • ????????????

   MIND

6. 1 part-time recovery worker
   • met participants with referrals, + those released & re-arrested.
   • In the community, 1 day a week was available at the One Service Office for appointments & drop-in one-to-one services. Also, provided occasional group sessions on topics like stress + anger management, coping, & improving motivation.

   Ormiston

7. 2 part-time family specialist practitioners
   • provided a parenting course, drop-in one-to-one support service, & ran prison family days.
   • In the community, provided parenting courses, support to families of participants, & coordinated with local Troubled Families Programme + “other statutory sector teams.”

   John Laing

8. 1 trainer
   • provided construction training, started in the prison & continued in the community.
   • late in intervention, they built a residential construction & highways training facility for cohorts from disadvantaged backgrounds.

   Peterborough prison staff also made vital contribution to the program, as is detailed below under Coordination.

1. MRT is a 12-step cognitive behavioral therapy that moves from the most basic psychological concepts on to higher, more difficult goals.
2. The 12 steps focus on four phases:
   • Engagement: steps 1–3,
   • Creating Change: steps 4–8
   • Reinforcing Permanent Change: steps 9–12
   • Transitioning to the Future: steps 13–16 (Robinson, K. (2008). Moral Reconation Therapy. Recuperado em, 5.)
3. The steps in the process are specified in the Moral Recognition Therapy manual How to Escape Your Prison (Stier, 2014).
   • students use a MRT workbooks to document their progress;
4. “The MRT workbook is structured around 16 objectively defined steps (units) focusing on seven basic treatment issues:”
   • confrontation of beliefs, attitudes, and behaviors;
   • assessment of current relationships;
   • reinforcement of positive behavior and habits;
   • positive identity formation;
   • enhancement of self-concept;
   • decrease in hedonism and development of frustration tolerance;
   • development of higher stages of moral reasoning. (4emergence)

ABLE Execution
Counselors from the nonprofit the Osborne Association and Friends of Island Academy were hired and trained to be facilitators. Together they worked with Department of Education and Department of Corrections staff delivering the therapy leading group sessions aimed at empowering teen participants to change the outcomes in their lives by changing their behaviors.

1. In daily 51-minute sessions, participants engaged in self-paced 12-step MRT process;
   • class was a mandatory a part of students’ regular daily school schedule, replacing art.
2. Sessions included writing exercises, e.g., reflecting on 6 relationships they have harmed and specific ways + times they can mend them (Stier, 2014).
3. Cohorts received supplies and encouragement to write to their families.
4. Students received certificates documenting there progress, which can be submitted to judges and prosecutors.
5. There was a compulsory community services, e.g., cleaning or writing letters to lonely seniors;
6. After release from Rikers, program participants were give the option of continuing the program at service provider offices in Brooklyn and the Bronx. ✻

1. One week of basic job-readiness and life-skills classroom training-Preemployment life-skills class;
• prepping personal doc, e.g., Photo ID + birth certificate
• icebreaker, staff introduction, program + career goals
• program rules + policies
• goal-setting, long/short term
• work barriers, e.g., group discusses challenges in job market + workplace, and how to surmount them
• practice applications + resume development
• practicing elevator pitch
• interview prep, worksheet of sample questions + discussing rationale for answers
• discussing background, how to discuss background on apps + interviews
• Job developer intro
• Career planning, participants work on goals + way program can contribute to their success
• Review of Core program principles
• Life skills education quizzes
2. After a week of training, participants receive a certificate, badge, work boots, and their assignment as an employee on CEO's Transitional work crew
• this is a paid transitional positions working 3 to 4 days per week on small work crews performing structured tasks.
• "Most participants performed basic janitorial and landscaping tasks on work crews. In certain locations, work-site partnerships offered opportunities for higher-skilled work and more training opportunities." (Broadus, Muller-Ravett, & Sherman, 2016; p.26)
• Participants receive a daily paycheck for their work
3. on sites daily performance evaluations by supervisors (see research on the importance of evals to worker/and org. success), which participants collate in a CEO developed resource that is part performance log, rulebook, workbook, and vision board- The Passport to Success
• When participants are applying for jobs, they can also use their Passport to Success as a employment portfolio of sorts to show potential employers.
• "Networking plan– identify people you know who can assist you in your job search. Then state what you will ask your contacts to do to assist you in finding a job and how can follow up with them."
4. transitional work crew participants receive additional employment services once a week at the CEO office
After a week of training, participants receive a certificate, badge, work boots, and their assignment as an employee on CEO's
• Job coaching- prepping with job coaches for unsubsidized job search and interview process.
• Job placement assistance- assistance finding private sector work;
5. Work retention incentives— “Rapid Rewards” cash payments from CEO for up to a year for remaining at unsubsidized jobs.
6. Work support

Determining Eligibility

1. Relentless Outreach, reaching out to the highest-risk young people, who “are not yet ready, willing or able to participate in programs”(Roca)
• Youth Workers actively search out potential participants “on the streets, at their homes, at courthouses, at the police station or behind the wall” (jails & prisons) (Roca)
• Youth Workers are trained to handle rejection and persist in the face of difficulty, as initial interactions with potential participants frequently fail to generate interest in the program.
• Eventual the constant contact results in the establishment of a rapport between Youth Workers and recruits.
• Once recruited into the program, relapses are expected, and “When the young person avoids us and reverts to destructive behaviors” Youth Workers are deployed to reengage participants. (Roca) (Research of behavioral change initiatives)
2. Phase 1: Building Trust Transitional “It is only within the context of a relationship that real change occurs.” (Roca)
• Roca practices an intensive form of case management, largely conducted by Youth Workers.
• Youth Workers are trained in strategies for gaining participants’ trust, and advancing the relationship building process.
• Roca’s Youth Workers are available 24/7 for the 25 youth in their cohort- often the only adult to show up when the youth encounter trouble, e.g., arrest, detention, court appearances, and release from jail. (Roca)
• The relationship between Youth Workers and participants are predicated on consistency, mutual respect, openness, sense of responsibility and shared experiences. (Roca)
3. Phase 2: Behavior Change- aimed at helping participants bolster skills and competencies that are the basis for lasting behavioral change
• Youth Workers trained in techniques for identifying where participants are on the change continuum and ways to help push them through the process.
• Education HiSET/GED classes– high school equivalency certifications via flexible small group &/or 1 on 1 courses adapted to participants individual needs, including learning disabilities and ESL needs (Roca).
• Life Skills Cognitive Behavioral Theory (CBT) curriculum– developed in collaboration with Community Psychiatry PRIDE Clinic at Mass. Gen. Hospital/ Harvard Medical School to addresses needs specific to high-risk youth.
• Employment Transitional Employment Program– participants join Roca’s wage earning work crews where they learn basic work skills. Roca also has a workforce readiness curriculum, pre-vocational training and job placement and retention services.
4. Phase 3: Sustaining Change- ???? ?????
   • 2 years of supportive follow-up.

1. 87% receive an initial assessment completed by a Connections worker in prison
2. Approximately 70% of Cohort 2 participants took part in a comprehensive needs assessment by St Giles Trust caseworker and Sova Manager while serving time;
3. 86% receive some form of at the gate service at the time of their release
4. Approximately 55% of Cohort 2 participants engaged with the One Service at the 1 month mark following their release;
5. about 20% engaged with the One Service after three months.
6. about 13% engaged with the One Service after six months.

• approximately 15% did not attend a single MRT session;
• 1% were released on a conditional discharge;
• 2% had their cases dismissed;
• 1,225 participants attended at least one ABLE session;
• 11% of participants attended 50 or more ABLE session;
• 379.75 completed none of the 12 steps in the moral reconation therapy program;
• 45% or approximately 551 participants completed between 1 and 5 steps of the program;
• 9%, roughly 134 intervention recipients, completed all 12 steps of the program.

• Year 1 Program Impact -1.7;
• Year 2 Program Impact -5.3;
• Year 3 Program Impact -1.0;

Impact based on length of time between release and Random assignment (3 months or Less versus More than 3 Months) Ever arrested (%): Less than 3mo. Program Impact -10.0, More than 3mo Program Impact -3.5

• Year 1, ≤ 3mo. Impact -3.9; ≥ 3mo. Impact 1.4
• Year 2, ≤ 3mo. Impact -6.9; ≥ 3mo. Impact -5.8
• Year 3, ≤ 3mo. Impact -4.9; ≥ 3mo. Impact -0.5

Impact based on Educational Attainment (participants with No HS Diploma versus those with a HS Diplma) Ever arrested (%):

• No HS Diploma. Program Impact -8.7
• w/ HS Diploma. Program Impact -0.4

Impact based on Educational Attainment (participants with No HS Diploma versus those with a HS Diplma) Total Days Incarcerated:

• No HS Diploma. Program Impact -50
• w/ HS Diploma. Program Impact 10

• 80% or approximately 395, were retained

• 92% had no new arrest????
• 98% had no new Technical Violations
• 89% retained employment for at least 90 days

HMP Resettlement Staff

1. saw to it that new inmates where made aware of and accessed the available intervention provisions

 

2. acted as the single point of contact for One Service inquiries, including prisoner risk reports

 

3. facilitated multi-agency meetings

 

4. managed HMP Peterborough Connections peer advisers

 

5. provided inmates with discharge grant and travel warrants at their release from prison (Disley, Giacomantonio, Kruithof, & Sim, 2015: p.12).

 

6. Provided 2 Outside Links centers, reception spaces where newly released individuals could meet their families on the day of their release.

 

HMP Peterborough Connections peer advisers

1. met with new inmates to inform them about the One Service.

 

2. conducted a basic needs assessment, usually within the first 48 hour of their arrival

 

3. provided inmates with social support as they neared their release date (Disley, Giacomantonio, Kruithof, & Sim, 2015: p.12).

 

BLANK

ABLE/Law Enforcement 3C

1. To prepare Rikers uniformed staff for the intervention, MDRC, Osborne, and Friends developed and trained them on youth development and cognitive behavioral therapy. These trainings provided the correctional officers with information about MRT, the objectives of the ABLE program, and gave them a forum to ask questions and share concerns about the program (See more here BLANK).

 

2. Rikers uniformed staff received training in trauma-informed adolescent services (Osborne Association Audited Financials as of June 30 2015. p.10).

 

3. BLANKABLE (Broadus, et. al, 2016: 53)
4. Blank3

ABLE/Inter-organizational 3C

1. To preparing for the launch of the Rikers SIB, MDRC, the Osborne Association, & Friends of Island Academy developed methods for generating greater inmate interest in the program, incentivizing participation & youth leadership, & training some staff to act as floating MRT facilitators— tasked with assisting overloaded group therapy sessions, especially during prison emergencies (CITATION).

 

2. According to MDRC, the ABLE program was efficaciously implemented as confirmed by officials from Correctional Counseling, Inc, who regularly observed and assessed the delivery of services at Rikers (Berlin, 2016: 6).

 

3. BLANKABLE (Broadus, et. al, 2016: 53)
4. Blank3

CEO/Law Enforcement 3C

1. New York State DOCCS evaluated and communicate newly released individuals eligibiliy for the program (See more here).

 

2. Parole officers assigned to individuals eligible for the intervention received training on the benefits of the program, techniques for making successful referrals, and a scripts they could follow (Abt Associates, 2016: 38).

 

3. Communication and coordination with local law enforcement officials was likely bolstered by CEO policy mandating that all program participant must be referred by a parole or probation office (Broadus, et. al, 2016: 53)
4. Blank3

CEO Intra-organizational 3C

1. The CEO program coordinated their in-house skills training courses to prepare participants for enrollment in partners community college vocational training programs (Redcross, Millenky, Rudd, & Levshin, 2012: p.78)

 

2. Originally, there was limited coordination + intra-organizational (multi-site) communication. Communication between worksite supervisors and participant was strong, direct, and routine, with supervisors’ feedback recorded in participant’s evaluation booklets, which was used by CEO staff, e.g., job coaches to coordinate services (Latessa, 2011: p.948) However, in later replication studies, cross-org. coordination + communication improved.

 

3. Blank3

CEO staff attempts to regularly coordinate with parole officers, other community organizations, as needed. However, recruiting ideal participants via these agencies has been difficult— law enforcement officials are not always receptive to the program. Currently, CEO is working to build relational capabilities.

Roca/Law Enforcement 3C

1. Roca collaborates with an various leaders and institutions in the criminal justice field and others pertinent to their work. They claim to work especially close with local police and probation officers (Roca; Abt Associates, 2016: 18).

 

2. Roca actively seek to engage in information sharing that bolsters their ability to address issues associated with the youth in their program, including matters concerning “… gang activity and drug abuse, trainings, joint projects, referrals between organizations and the streamlining of effective intervention.” (Roca)

 

3. Parole officers assigned to individuals eligible for the intervention received training on the benefits of the program, techniques for making successful referrals, and a scripts they could follow (Abt Associates, 2016: 38).

 

4. Blank3

“Roca has developed a strategic method for this type of work: we apply the same techniques we use to serve young people – Relentless Outreach and Transformational Relationships – to engage other organizations and systems in young people’s change process.” (Roca)

Context of practice:
To successfully scale-up each program, practitioners must adapt to various contextual variables from the differences in the immediate environments to the individual needs of recipients. I believe it could be valuable to examine the context of practice for each program, looking at the contextual factors that may have helped or hindered their success. These lessons can be used to improve execution and management of future social impact bonds.

Look into the research on "Institutions as the Context"

See Ch.5 of Bridging Organization Design and Performance: 5 Ways to Activate a Global Operation Model

1. Currently, there is evidence – especially in the case of CEO, that initiative serving those at the highest risk of a recidivism event are the most effective or yield the most significant results.

Recidivism Bed Days (RBD), a measure that captures the number of days that members of the study cohort were held in the jail during the 12 months following their release from Rikers. (Parsons, J., Weiss, C., & Wei, Q. (2016). Impact Evaluation of the Adolescent Behavioral Learning Experience (ABLE) Program.)

"Research on the topic of MBO, and its more current manifestation, goal setting, has been ex tensive and the results clearly support the proposition that people work more efficiently and effectively if they have challenging work object ives or goals with clearly defined time deadlines. MBO programs have been successfully imple mented in a number of industries" (Nicholson, N., Audia, P. G., & Pillutla, M. M. (2005). The Blackwell Encyclopedia of Management: Organizational Behavior. Blackwell. p.221).

"Provision of through-the-gate services was seen to have been supported by strong partnership working, which was enabled by co-location of key partners, effective management and coordination by the One Service Director, and consistent support from HMP Peterborough (Disley, Giacomantonio, Kruithof, & Sim, 2015, p.22).

"Time spent by the One Service Director building relationships with local agencies: Interviewees from agencies that were not part of the One Service mentioned that the One Service Director invested in building, maintaining and coordinating partner relationships, for example through regular communication and meetings" (Disley, Giacomantonio, Kruithof, & Sim, 2015, p.38).

"A dedicated service director, focused on coordinating and facilitating partnership working, was central to the realisation of the pilot" (Disley, Giacomantonio, Kruithof, & Sim, 2015, p.57).

"Those responsible for managing the firm’s set of cooperative strategies should take the actions necessary to coordinate activities, categorize knowledge learned from previous experiences, and make certain that what the firm knows about how to effectively form and use cooperative strategies is in the hands of the right people at the right time. Firms must also learn how to manage both the tangible and intangible assets (such as knowledge) that are involved with a cooperative arrangement. Too often, partners concentrate on managing tangible assets at the expense of taking action to also manage a cooperative relationship’s intangible assets. (A Hitt, M. (2011). Strategic Management: Competitiveness and Globalization: Concepts. p.272)

"Research Interorganizational Knowledge Sharing, any applicable empirical data

"Consider Coordination in relation to Organizational Structure ??????

"using each other's task-relevant knowledge and skill" (Hackman, J. R. (1995). The design of work teams. Psychological Dimensions of Organizational Behavior: 2d Edition. Ed. Barry M. Staw. New Jersey: Prentice Hall, Inc. p.272)

"human capital is generally embedded in an organization's complex social systems, which may cause it to take on firm-specific features that make it more useful for a particular firm than for others."

"... a firm's human capital may have developed so as to fit with the firm's particular strategy and structure and to have complex interrelationships with its other physical, financial, legal, or information resources." (Takeuchi, R., Lepak, D. P., Wang, H., & Takeuchi, K. (2007). An empirical examination of the mechanisms mediating between high-performance work systems and the performance of Japanese organizations. Journal of Applied Psychology, 92(4), 1069.)

How does the utility of firm's specific human capital, dynamic capabilities, and absorptive capacity relate to their various kinds of success??? Moreover, are these concepts applicable to the SIBs I am examining… how do they effect the outcomes of these interventions... or are associated with the execution and establishment performance of each initiative?

"Human capital, structural capital, and relational capital significantly affect organizational learning capability. These three variables explain 59% of variance, showing that the model provides a powerful explanation. The finding that human capital significantly affects organizational learning capability is consistent with Baker's study [40]. Cohen and Levinthal [26] also note that numerous and good quality employees help an organization generate internal knowledge and absorb external technological knowledge. This, in turn, leads to improved absorptive capability. -Hsu, Y. H., & Fang, W. (2009). Intellectual capital and new product development performance: The mediating role of organizational learning capability. Technological Forecasting and Social Change, 76(5), 664-677.

Relational Capital in association with each of the interventions. WHAT exactly is the value gleaned from relational capital, how is it an asset?

"Massachusetts Partnership Management

The Massachusetts PFS contract established two committees to manage the pilot: the Oversight Committee and the Operating Committee. The Oversight Committee meets quarterly to review any high- level issues affecting the strategic direction or standing of the PFS initiative and includes senior-level representatives from Roca, Department of Youth Services, Office of Probation, Executive Office of Labor and Workforce Development, Office of Administration and Finance and the evaluator, the Urban Institute. Special meetings of the Oversight Committee can be held on an emergency basis, with investors brought in to address any proposed significant changes to the pilot.

The Operating Committee meets at least monthly and has overlapping membership with the Oversight Committee, although partners have the flexibility to be represented by practitioner-level representatives or additional attendees at the meetings. While certain restrictions and limitations apply, the investors also can attend the Operating Committee meetings. The contract specifies that meeting agendas must address a range of topics related primarily to Roca and the implementation of its service model. This includes, for instance, changes in the referral or service delivery processes as well as the status of specific youth with respect to prison release, enrollments, and any incidents of note. In addition, the Operating Committee oversees the budget for the project as a whole, while Third Sector/Youth Services Inc. and Roca handle the budgeting associated with their respective responsibilities and the state of Massachusetts oversees the budgets for state agencies and the evaluation and validation contracts.

Within this specific structure, PFS partners report that less formal communication occurs much more frequently among the partners, sometimes daily if attention to a particular issue is needed. For example, during the initial months of the pilot when referrals were lower than anticipated, as discussed in Chapter 6, Operations Committee members reported that meetings were scheduled frequently and required a significant time commitment. The PFS partners reported the need for a flexible management structure that allows for addressing problems as they arise and for an ongoing commitment to addressing problems and negotiating solutions."--(Abt Associates, 2016: 23)

New York Partnership Management

The New York partnership contract specifies that the PFS governance be managed by two committees and a variety of smaller working groups. The committees specified in the contract include the following:

• Executive Steering Committee. The Executive Steering Committee is responsible for securing the spending authority and resources for the project. Its members include several deputy secretaries and commissioners from state agencies as well as executive leadership from the intermediary and the service provider; these individuals are expected to provide leadership and strategic direction for the pilot.
• Management Committee. The Management Committee is responsible for carrying out the specific responsibilities enumerated in the contract and resolving issues brought forward by the working groups (see below). The Management Committee’s members include deputy and associate commissioners from the Department of Corrections and Community Service and the New York State Department of Labor, as well as representatives of the intermediary and the service provider and a representative of the Harvard SIB Lab. Management Committee meetings are led by two project coordinators (one from New York State and one from the intermediary) who simultaneously serve as the liaisons with the working groups.

The multiple working groups are composed of staff from across the partner agencies. Their members provide input and review implementation progress. The contract specifies a primary project-level working group as well as several functionally specified groups, including case classification and identification, operations, finance and grants management, and policy development and progress reporting. The working groups are flexibly staffed based on need and specific agenda items. Participating stakeholders are assembled from the New York State Department of Labor, the Department of Corrections and Community Service, the Division of Criminal Justice Services, the Division of the Budget, the Governor’s Office, the intermediary, the service provider, and the Harvard SIB Lab.

While all the partners have specific roles and responsibilities across the committee structure described above, Social Finance as intermediary plays a key role and has responsibilities on each committee in the areas of partnership governance, investor relations, and performance data management.

Overall, PFS partners for both pilots established structured contracts specifying a range of details for all aspects of the pilots. The contracts also include specific structures for managing the initiative that involved all the partners. The partners consistently reported that the level of specificity in the contracts, which required a significant time commitment by the key partners to negotiate, develop, and finalize, as well as the management structure established in the contracts, were of critical importance in launching and maintaining the operation of the PFS pilots.--(Abt Associates, 2016: 24)