A new review of prisons? Start by reviewing this course

The Justice Secretary has just appointed former home secretary Amber Rudd to undertake a review of prisons. She has, with a team of experts, up until December to come up with a strategy to solve all the problems in our jails. Quite a challenge, so good luck with that. In order to help her, and at the risk of being repetitive because I have said this before, perhaps they could look at schemes already in existence that work, then get everyone in charge of jails to adapt them and adopt them. 

It is beyond my comprehension why those many genuine staff working within prisons who want to change people’s lives do not look at imaginative schemes that are running in other jails and copy them. A lot of good work is done, but in complete isolation, and it makes no sense at all. I also fail to understand why the Ministry of Justice, who I’m sure are fully committed to rehabilitation and training, does not spread the word itself. I have been fortunate to visit a number of such classes and have written about them. Here is the latest I have seen, and it has a lot going for it. I spend so much of my time having to write about negative and depressing news, it is always good to have something positive.

Leadership in rehabilitative cultures in Pentonville

This is a course for staff working in prisons that I visited in London. All involved should be proud of it. So too should Government ministers, and the MoJ, and I hope they will be when they take a bit of time to find out what is going on. I have to say that the Education team at Pentonville produce some superb courses, of which this is one. Their partnership with the University of Westminster is excellent. They join together to run programmes for prisoners, others for staff, and a number that have a mix. All are innovative and I enjoy visiting and seeing them in action, but leave puzzled as to why other prisons do not come to look and follow their example.

Sadly, their imaginative courses are not always matched by snappy titles and clever acronyms, and the name of this one is a bit of a mouthful. They shorten it to LRC, which really isn’t that catchy either. However, the course itself is first class. This Level 5 programme is accredited under CMI (Chartered Management Institute) Unit 502: Principles of Developing, Managing and Leading Individuals and Teams to Achieve Success. It explores key leadership theories, team management models, coaching and mentoring approaches, as well as motivational theories and techniques, among other relevant topics.

Designed to build leadership and management capability within secure settings, the course places a strong emphasis on fostering rehabilitative cultures. Delivered in partnership with the University of Westminster, the programme combines theoretical knowledge with applied practice, enabling prison staff to lead individuals and teams effectively and support positive organisational change. The cohort includes 14 students in total: 12 members of Pentonville staff – both uniformed and non-uniformed – from a range of departments across the prison, and two University of Westminster Master’s students (neither of whom are uniformed!)

The course was developed by José Aguiar (Pentonville educator and Professional Fellow in the School of Social Sciences) and Dr Tom Moore (Reader in Social Sciences, College of Liberal Arts and Sciences), who also serve as co-leaders of the programme. Teaching is delivered by colleagues from the School of Social Sciences and the Westminster Business School, all part of the University of Westminster. All sessions take place at the University.

I have met many of these staff from the University over recent years because they contribute so much to the varied courses in which the Prison and the University co-operate. They also visit the prison in their own time when there are special activities organised by the prison Education team, even if the University was not involved, which demonstrates their commitment to those inside.

During the first session of this programme, participants find themselves discovering colleagues who they never knew existed from different departments of which they knew nothing, due to the complexity of the prison structure. I believe the prison system is one of the most confusing around, as there are people with various roles, all of importance, under different management structures and different employers. Then you add in the prisoners too which makes things even more confusing. So, this type of intense and intensive training has a key role in both helping people improve their performance and letting them get to know about other sections working alongside them.

I always find there is a negative side when I attend this type of event in that the teaching staff make me join in, rather than letting me sit around with a notebook and pen enjoying the spectacle and pretending to write down key points. They ask me questions. I think it is unfair. I had been sent the detailed programme in advance including the key themes to be covered, and perhaps it would have helped if I had actually read it. Still, everyone was kind to me about what had been my obvious failure to prepare. Well, José, who had invited me, was reasonably kind anyway.

Down to work

For those participating, there is a lot of hard, disciplined, work to do over the nine weeks of the course, and a full assessment at the end. Delivery is primarily face-to-face, supported by digital platforms where learners can access resources, complete activities, and submit work. Workshops (usually three hours) include learning exercises linked to prisons, plus group discussions and collaborative problem-solving. There are activities such as coaching practice, role play, and simulations, and designing Key Performance Indicators (KPIs). You need to be fully committed to get through this. Everyone was.

The stated aim of the programme is to encourage learners to draw on their professional experience and apply learning from LRC to their workplace. Activities such as feedback from peers, and submissions handed in, ensure continuous development and help prepare for the final assessment. A range of methods such as group work and discussions, case studies, and applied exercises, as well as interactive digital tools ensure inclusive learning.

It is intensive, and the students take it very seriously. Learners are expected to undertake approximately three hours of self-directed study per week, aka homework, including reading, reflection, and assignment development with independent study and guided reading. It is hard work, yet everyone throws themselves into the classes and all told me they get a lot out of it. The approach aims to ensure that learning is practical, relevant, and directly linked to improving leadership practice and supporting rehabilitative outcomes in prison settings. It certainly makes everyone think about how they operate at work.

Motivational theories

On the day I attended, the group were studying three well known theories and models relevant to their work, following which we all had to look at the positives and negatives for each one – and please, if you are studying psychology, do not take my brief descriptions as in any way accurate, but I have done my best. 

First was that from Burrhus Skinner. Dr Skinner is best known for his work on conditioning. He would put rats in cages with a device with levers, and depending on the lever that they pushed, they would either get food as a reward, or an electric shock, as punishment. The aim was to see how they got conditioned to press the right lever.

The second was Abraham Maslow. Dr Maslow devised a model based on a pyramid with five layers to which people would aspire, his hierarchy of needs. The first layer, at the base, was the basic requirements of food, water, sleep, shelter, and breathing, as that is the minimum requirement for everyone. The next layer was safety, of the person and of their family, their employment, property, and resources. The absence of these would leave anyone struggling to cope. Then came love and belonging, which includes family, friends, and associates. This recognises the human need to be linked to others, which can of course in some way lead people to get associated with gangs at one extreme, or sports clubs, or even societies such as the Masons.

Next level up from this was self-esteem, a belief in your own ability and achievements, and a desire for recognition of your status within an organisation or in society as a whole. The peak of the pyramid was self-actualisation, which is fulfilment, morality, and creativity.

The third concept came from Dr Frederick Herzberg, and this was his two-factor theory, Hygiene/Motivation model. This suggested that employment could give you hygiene, meaning securing the basics such as company rules, salary, decent working conditions, respectful treatment from colleagues, and job security. The alternative was motivation where we find achievement, recognition, meaningful work, responsibility, and opportunities to progress.

Fascinating discussions

We looked at the application of these ideas for everyone’s workplace within Pentonville, and whilst the concept of the rat with the levers that would either feed them or electrocute them appeared more than slightly cruel, in prison everyone works with rigid rules where breaking them can cost your job whilst doing the right thing means you keep it, so it has relevance. Also, in many ways, the new policy for prisoners of ‘earned progression’ meets Skinner’s guidelines. Pull the right lever, behave well, get rewarded by earlier release. Pull the wrong lever, break rules, you stay inside longer.

Maslow raised questions of belonging and identity, which can be positive and negative. Prison provides food and salary but must provide safe conditions for staff and for inmates. Without that, nothing progresses. These are basic needs for those in prison, and certainly after release. Then what about belonging? Support groups are positive, whether for colleagues or for prisoners. Gang identity is not, but the reason people are drawn into gangs must be faced and alternatives provided.

Then Herzberg. There was no disagreement that the areas he considers under ‘hygiene’ are vital for staff and inmates. The motivational factors led to some staff pointing out that, in their areas of work, pay increases are incremental and based on length of service within the post, and not on effort or achievement by staff. This can be demotivating, as all you need to do is just keep your head down and stay safe in your role. For those inside prison, increased motivation to encourage participation in training is required, particularly for those on remand, and those on long sentences.

All three of these theories were also put to considering the way work is done with those within the prisons, and methods of motivating them. So here we had officers, administrators, health workers, the prison library, all working together to find ways by which they can contribute to the rehabilitation process that the prison system should be delivering. It was great to see, and share. All of them then taking this back into their day-to-day duties to look at their own work and how they can improve and encourage others. And cooperate with the other sections within the prisons too.

Each of the staff groups receive job specific training. Officers are trained in their roles, and that, we hear, will be increased. Healthcare workers receive their training, as do administrators and of course the vital library staff. But given they are all working within the unique structure of prisons alongside each other with supposedly shared aims, this has them looking at how they can all improve their contribution to the whole of the rehabilitation system, and that is something that should be admired elsewhere and duplicated. They can motivate the inmates to join purposeful activities and prepare for release. And that, surely, is something we would want all staff, whatever their role, to encourage in any way they can.

All must have prizes

Upon successful completion, learners will achieve their Level 5 Award in Leadership and Management (CMI) and will be equipped with the skills and confidence to act as agents of change, contributing to safer, more effective, and rehabilitative prison environments. Also, the prison gains from having staff from across the spectrum motivated and qualified, wanting to share their skills and enthusiasm with colleagues. They will also better understand the range of tasks undertaken across the large building, and everyone’s role in delivery. They will want to encourage those inside to take up the opportunities to progress, and work with them.

The University get a lot out of this partnership, as they know they are making a real contribution to wider society by direct involvement in rehabilitative programmes, and that is something I have not found anywhere else. The Ville are also involved in joint schemes with the London Museum, again to the benefit of all.

While I was in Pentonville, I assumed all prisons did this sort of thing. After all, there are a lot of prisons, and a lot of universities near them with whom they can work. There are also a lot of museums and art galleries with whom they could also make a connection. But, sadly, they don’t, and I hope Ms Rudd will consider that failure in her review. Inside Time always features and shares positives, and will continue to do so, but so should the MoJ. 

Any other prisons or organisations that may be interested in this are welcome to get in touch for more information: j.aguiar@westminster.ac.uk T.Moore@westminster.ac.uk. 

Any other prisons or organisations running schemes of which they are proud and want us to look at are welcome to get in touch with Inside Time. 

Any Ministers or MoJ officers who want to find out more, can contact us as well. This sharing should already be happening. It should not be kept as a strange secret anymore. Then, as Alice’s Dodo says, all must have prizes. But these will be earned. Good fortune, Ms Rudd. Yours is an important task.