manager assistance and training survey -...

Department of Corrective Services NSW

~ctivf" !rvices

Manager Assistance and Training Survey

FINAL REPORT

658.407124 )02 TUL :;ted by Dr Bruce Tulloch

2002 Corrective Services Academy

111111111111111111111111111111111111111111111

2005224 658.4071241TULl20021 Manager assistance and training sur

Contents

Acknowledgements

Executive summary

Introduction

Study 1: Manager Assistance Survey

Method

Focus group

Questionnaire

Procedure

Results

Managers' difficulties

Current services

Possible services

Discussion

Study 2: Manager Training Survey

Method

Questionnaire

Procedure

Results

Managers' challenges

Training issues (location and duration of training)

Training topics requested by managers

Topics according to gender

Topics according to work setting and salary level

Topics according to the DCS Leadership Template

Discussion

General discussion

Strategy Options

Conclusion

Appendices Table of contents

Des Manager Assistance Services -1-

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Final Report April 2002

Acknowledgments

Many people helped with the Manager Assistance Services project. Kay Lord EDHRM and the

HRM team in North West Region helped develop the idea of improving support services for

departmental mangers. Lindsay Cotton, Principal-Director HRD was instrumental in prioritising

the project. Damien Johnston, Manager EH&S provided valuable guidance regarding processes

and goals. Members of the focus group, Executive HR Managers, Regional Commanders,

Governors and Staff Psychologists helped clarify major issues for managers. Thanks to everyone

who completed the questionnaires, especially staff who provided additional information in letters

and interviews.

Bruce Tulloch

Des Manager Assistance Services -2- Final Report April 2002

Executive Summary

A research project was conducted to investigate workplace demands experienced by managers and

to identify services to help managers meet those demands. Two questionnaires were completed by

managers throughout NSW during May and July 2001, the 'Manager Assistance Survey' (Study

1) and the 'Manager Training Survey' (Study 2).

Study 1

Seventy-five managers completed the Manager Assistance Survey (MAS) questionnaire (50 males,

25 females). Subjects were from three main areas: (1) custodial staff in correctional centres, court

cells, transport units and S&I units (n=41), (2) Probation and parole staff (n=15) and (3) non

custodial administrative, health, industries and IDS staff (n= 19). A further ten custodial managers

completed a revised questionnaire to assess staff and equipment issues. Results from Study 1 are

summarised below.

Table 1: Managers' major difficulties and service requests in Study 1

MANAGERS' DIFFICULTIES SERVICES REQUESTED

(1) Lack relevant training Management training, mentors & coaching

(2) Departmental politics Networking & performance feedback

(3) Work pressure Staff, equipment & budget management

~4~ Staff conflict Conflict resolution & mediation services 5 Lack of local support Team-building/ information sharing

(6) Role ambiguity & conflict Clarify work roles, position descriptions

~7~ Cotng ~roblems 8 Di ficu t clients

Counsellin~ & consultancy services Self-help ooks & directories

Nearly all managers reported feeling under-skilled, particularly in the areas of people-management

and conflict resolution (90%). Consequently, management training and coaching were requested

more than any other service (98%). Current services were often seen as unsuitable or unobtainable

due to budget restrictions, internal politics and work overload (20-30% usage). The second major

problem reported by managers was departmental politics (80%). Many managers believed that

favouritism and cronyism often limit opportunities for training and advancement. Politics was also

thought to reduce networking options and access to unbiassed feedback. This finding accords with

Staff Survey 1999, in which management equity, support and feedback were considered lacking,

particularly in custodial settings.

The third-ranked problem for managers was chronic work overload and time pressure (80%).

Related service requests included more efficient utilisation of staff, better maintenance of resources

and assistance with team-building to improve delegation and cooperation (80-90%). The fourth

main problem-area for managers was staff conflict (75%). Problems with difficult employees were


twice as common as client-related hassles (35-40%). Consequently, managers often requested

greater assistance with conflict resolution, mediation (80%) and manager-referred counselling for

difficult staff (70%). The fifth problem-area was lack of support by local management. Managers

reported that staff conflict is often primed by unfair or unsympathetic management (70%) and

tended to result in reactive bandaid solutions (80%). Many managers expressed a desire for greater

consultation and involv~ment in local decision-making processes (60%+; Appendix 4). A high

proportion of managers reported feeling unclear about their work roles and what was expected of

them (75%). About half the managers surveyed reported occasional problems with mood control,

assertiveness and asking for help (40-50%). Few managers reported serious or chronic problems

coping (15%). Coping problems were sometimes linked with requests for personal counselling and

consultancy (15% 'would use frequently'; Appendix 6). Consultancy assistance was requested most

by Executive level managers due to a perceived lack of internal support networks.

Male and female managers reported similar work place problems and requested similar services.

Female managers (70%) reported greater use of training than males (35%). Custodial managers

reported much lower utilisation of departmental and external training (20-30%) than non-custodial

managers due to budgetary constraints (50-60%, Appendix 5). New service requests were similar

for custodial and non-custodial managers. There was a slight tendency for higher-paid managers

to experience greater problems with departmental politics, budgetary issues, work pressure and staff

conflict (Appendix 7). Lower-paid managers reported utilising training more often (45%) than

higher-paid managers (25%), particularly in custodial settings (15%). Requests for additional

services were generally similar across salary groups. High-paid managers favoured personal

counselling (80%) more than lower-paid staff (50%) but reported greater difficulty asking for help

(60%).

Study 2

In Study 1, managers particularly requested training and development. In Study 2, this issue was

investigated using a questionnaire titled the Manager Training Survey (MTS). The MTS consisted

of three parts, managers' challenges, preferred training location! duration and preferred training

topics. Eighty-one managers completed the MTS (51 males, 30 females). Custodial and non

custodial employees (c= 46, n!c=3 5) participated from a variety of work locations throughout NSW.

Groups included: (1) Corrections, CESU and S&I staff (n=47), (2) Probation! Parole, industries,

health and IDS staff(n= 22) and (3) Administrative staff(n= 12; Appendix 12). Results from Study

2 are summarised below.

Managers' difficulties were almost identical to those reported in Study 1. In addition to problems

obtaining training, managers also reported difficulties with departmental politics, work pressure,

staff conflict and budget management (Figure 4). Problems with clients or inmates were less severe

(Figure 5). Interestingly, staff conflict and under-performance triggered most requests for training

(Eg. in conflict management and communication skills). In terms of content, managers were


interested in both theoretical and practical skills. There was a slight preference for practice over

theory, particularly in brief (1-4 hour) sessions. Practical training topics were requested nearly twice

as often (70-80%) as conceptually-focussed topics such as vision and planning (35-50%). In terms

of duration, managers tended to request either long-duration (1-5 day) or short-duration training

(1-4 hrs, Figure 6). One-day sessions were requested most (77%) regardless of gender, location or

salary level. Higher-salaried staff and managers in correctional centres tended to prefer brief on-the

job coaching sessions due to rostering and budgetary constraints.

In terms oftopic choices, DCS managers were very interested in how to deal with under-performing

difficult employees (80%+). They also requested training about optimising cooperation and

teamwork (70-80%) in order to minimise hassles and conflict. Next, managers requested training

in a wide range of communicating, leading and duty of care related skills (40-60%). Problem

solving, change management and delegating! instructing skills were requested least (30-45%,

Figure 8).

In terms of positive findings, many DCS managers embraced continual learning as part of their

professional role (30-40%). Nearly half the managers requested training to improve self-awareness

of personal management style (42%), resilience and adaptability (37%; Appendix 15). More than

a third the participants requested help with self-directed learning and long-term career plans of the

type used by the Career Development Program (30-40%). Many managers appeared to choose their

training topics from a self-reliant perspective. Managers wished to deal with problems personally

through improved leadership skills rather than rely on other people or services for help. Leadership

was generally viewed as providing direction, enhancing cooperation and dealing with staff conflict

(80%).

Unfortunately, conflict management was often emphasised to the exclusion of other aspects of

leadership. Skills related to developing long-term partnerships and positive relationships with staff

were generally under-emphasised (30-40%), possibly due to an 'embattled' mental position.

Managers rarely requested assistance with how to delegate, instruct or give feedback to staff (30-

40%). Few managers appeared concerned with spotting and developing talent. There was a decided

lack of interest in informing, motivating and involving staff in work processes. Listening,

negotiating and motivating skills (40-50%) were requested far less often than topics about how to

handle negative situations as they arise (80%). Many managers reported feeling trapped in an

ongoing struggle, continually reacting to circumstances out of their control. As a result, some

managers tended to focus on themselves rather than on staff, relationships and the organisation.

A self-centred focus is also evident comparing results from Studies 1 and 2. In Study 1, managers

requested information-sharing sessions, performance feedback and the opportunity to form

partnerships with other managers (Eg. mentor and coaching systems). In Study 2 however,

managers showed little interest in coaching or instructing staff (37%), delegating work (33%),

providing feedback (45%) or obtaining skills related to developing cooperative partnerships with


their subordinates (50%). Apparently, many managers were more inclined to receive assistance than

to provide it. This may reflect features of managers , confidence, priorities and/or perceived roles.

Interestingly, higher-paid managers requested substantially less training in team-work and

communication skills (20-40%) than lower-paid managers (70-90%; Figure 11). High-paid

managers ($70,000+pa) showed extremely low interest in subjects related to equity, flexibility and

continual learning (10-15%) compared to lower-paid managers (40-60%). Corporate vision and

strategic planning were not emphasised (30-40%). Evidently, many higher-level managers

considered their current leadership skills to be adequate or that additional training would be

ineffective (Figure 11). It may also reflect a tendency for higher-level managers to project a self

sufficient image and/or to operate with less consultation than lower-level managers. Male managers

requested training in listening and negotiation skills nearly twice as often (60-67%) as female

managers (37%). This may reflect a perception that male managers often lack communication and

diplomacy skills commonly exercised by many female managers (Figure 9).

In relation to the DCS leadership template, the results showed that managers were mainly

concerned with middle-phase management (Eg.leadership & conflict management: 80%, Figure

12). They placed less emphasis on initial stages of professionalism, planning and strategy (30-40%).

Managers also expressed lower interest in end-stage topics related to work outcomes and managing

the external environment (50-60%). The results suggest that many DCS managers are preoccupied

with reactive day-to-day business and lack a clear sense of vision or purpose in the department. The

volatile nature of many work settings and/or a lack of corporate perspective may contribute to a

negatively-focussed management style reported by many managers.

Clearly, the Leadership template should be enunciated throughout the department and incorporated

into relevant training, development and support system. Initiatives such as the Career Development

Centre and Management Development Program address many key issues identified by managers.

The revised Performance Management system will also help to meet managers' needs regarding

feedback and supportive networks. Additional strategy options are also considered (p32-35).


Study 1:

Manager Assistance Survey

A staff satisfaction survey in 1999 showed that employees in the Department of Corrective Services

NSW were primarily concerned about the quality and style of their local management. Less than

half the respondents rated their local management as competent, supportive or fair (37-46%).

Workplace supervisors were often perceived as well-meaning (70%) but lacking in people-skills

(48%) and incapable of providing effective leadership (40%). Since 1999, numerous requests have

been received from managers for training and assistance in their roles. Although the Department

provides a broad range of services relevant to managers' needs, awareness of and access to these

services is sometimes limited.

Objectives

The current research project aims to (1) investigate workplace demands experienced by managers,

(2) identify existing support-services available to managers and (3) explore additional options to

assist managers in meeting demands. Recommendations will be made regarding the desirability of

new service options and methods for promoting existing services in a more structured manner.

Method

Focus group

During May 2001, a focus group met to identify a variety of problems experienced by managers in

the workplace, examine resources currently available to managers and discuss possible service

options. The group comprised Executive HR managers, Regional Commanders, Commander

Security and Investigations, Regional HR managers, Regional Staff Psychologists, Manager Staff

Equity Unit and Manager Professional Development and Further Education Unit. Representation

by Probation and Parole was also invited. Two major problem-areas were identified. First, the

manager's personal style and competency, and second their ability to operate within the particular

environment of the department (see Table 1).


Table 1: Major problem-areas for departmental managers

Personal factors Organisational factors

Some managers have ... Sometimes the organisation has ...

poor listening & communication skills promoted staff with good technical skills poor interpersonal skills but poor people-management skills poor conflict management skills

unclear work roles due to changing job problems dealing with performance issues poor time management /organisational skills descriptions and departmental priorities difficulty managing budgets

historical barriers between staff groups difficulty keeping up with technology (Eg. custodial and non-custodial staff)

poor team-work & cooperative skills poor motivation, lack of achievement focus a reactive work environment which leads a tendency to pass problems on managers to use superficial band-aid solutions rather than deal with them for large-scale systemic problems a tendency to avoid confrontation

a hierarchical management structure no problem following instructions historically militaristic coercive culture but poor strategic problem-solving skills

a staff culture characterised by victim-poorly utilise existing services & systems mentality and blaming. Problems are reluctant to seek assistance & training personalised and escalate into major disputes

are reluctant to intervene for fear of departmental systems are sometimes abused reprisals, accusations or investigations making managers vulnerable to attack

Personal qualities included the manager's ability to communicate and interact with other

employees, provide leadership, give performance feedback effectively, motivate staff, deal with

conflict and adapt to changing roles and technologies. The second major problem-area related to

a manager's ability to operate astutely within the political and cultural environment of the

department. This included working with staff who sometimes personalise problems, abuse systems

and deliberately escalate disputes. Based on this information, it was decided to ask managers at

several levels about their experiences as managers. A questionnaire titled 'Manager Assistance

Survey' was constructed (Appendices 1-3).

Questionnaire

The 'Manager Assistance Survey' (MAS) is two page questionnaire (a double-sided single page;

Appendices 1-3). The survey had three main parts. Section 1 'Demands of the job J asked how

often managers encounter various problems at work. Section 2 'Current resources J asked how

often managers obtain various types of assistance. Section 3 'Possible services J asked how often

managers would use a range of additional service options. Space was also provided for written

suggestions. A slightly amended version of the survey was used by ten managers (Appendix 3).


Participants

Seventy-five subjects took part in the survey (males= 50, females= 25). Custodial (n= 40) and

non-custodial (n=35) employees were recruited from a variety of work duties and locations

throughout NSW, including correctional centres (n= 34), court escort (n=3), S&I (n= 4), P&P (n=

15), IDS (n= 4), Corrections health (n= 4), admin (n= 9) and CSI (n= 2).

Admin (25.00%)

Corr (55.00%)

P&P (20.00%)

Procedure

There were three main groups:

(1) Corrections staff (n=41; 55%),

(2) P&P staff(n= 15; 20%) and

(3) adminl support staff (n= 19; 25%).

Details in Appendix 8. A fourth group

(n=10) of custodial officers completed

an amended questionnaire (Appendix 2).

The Manager Assistance Survey was circulated to managers through Staff Officers, Governors and

Regional Personnel Managers during May 2001 (Appendix 1). An information sheet described

the goals of the project (Appendix 3). Participants were asked to complete and return the

questionnaire within two weeks. It is not known how many managers were offered the

questionnaire. Anecdotally, about half the people invited took part. The relatively small number

of completed questionnaires (n=85) and moderate compliance rate (30-50%) suggest caution

should be used when generalising the results. The findings are only a rough guide to opinions of

some departmental managers.

Preliminary analyses and interviews showed that problems with time pressure, work load and

reactive management were not adequately addressed by the MAS (Version 1). A slightly amended

version of the MAS was distributed during early June 2001 (Version 2: Appendix 2).

Departmental policies, procedures and services at the academy were added to the list of current

services. Team-building, efficient staff utilisation and greater involvement in decision-making

were also added to possible service options. Ten version-two surveys were returned.

DCS Manager Assistance Services -9- Final Report April 2002

Study 1: Results

(1) Managers' difficulties

DCS Managers identified eight major difficulties in the Manager Assistance Survey (MAS).

These are shown in the figure below.

Major Difflculties reported by Managers

100

80

60

40

20

O~~~~~~~~~~~~~~~~-/

Train Polit Load Staff Supp Role CopeClient

• Total sample (percentages)

Figure 1: Major difficulties reported by managers (Study 1).

Three quarters of managers reported experiencing severe difficulties obtaining training (85%),

dealing with politics and difficult bosses (80%), work pressure/ overload (80%) and staff conflict

(75%; Appendix 4). Problems obtaining relevant training were often associated with budgetary

constraints, lack of support by local management and work overload. Problems with unclear work

roles (60%), personal coping! mood problems (50%) and difficulties with clients/ inmates were

less common. Difficulties with staff were reported nearly twice as often (75%) as difficulties with

inmates or clients (40%).

Managers' problems were similar regardless of gender and work location (Eg. correctional centres,

courts, S&I, P&P, IDS, admin, health and industries). A few isolated differences occurred by P&P

staff, who reported less autonomy in the work roles (20%) than other managers (50%) but fewer

difficulties with bosses and finance (25-35%) than other managers (50-80%; Appendix 4). Male

and female managers reported similar work-related problems.

In interviews and free-text sections of the MAS, custodial managers reported problems with

dictatorial management, politics, staff conflict and difficulty obtaining training. Court! escort staff

reported frequent staff conflict, particularly in smaller units. P&P managers reported feeling over

worked and isolated. Administrative and IDS managers reported problems with work-load, unclear

roles and barriers with other staff (Eg. custodial officers).


2. Current services

Managers identified seven main services as being currently useful. These are shown below.

Services Currently used by Managers

100

80

60

40

20

O~-,--~,-~,-~-,--~,-~,-~-,~

Policy Regn Boss Peers Trust Train Extern


Figure 2: Services currently utilised by managers.

Managers reported first seeking up-to-date policy/procedure guidelines (100%; Appendix 5),

which were reportedly sometimes difficult to obtain. Next, managers sought advice from peers

(90%), someone they 'know and trust' (90%) and/or their immediate supervisor (80%).Barriers

to seeking help from supervisors included lack of availability and mistrust. Staff at regional or

head office were consulted less often (60%), being regarded as outside the immediate problem.

This perception was less pronounced for P &P staff (90% usage of region). Training was reportedly

utilised by about 40% of the participants. This included using books, leaflets (55%), departmental

courses (40%) and the academy library (20%). DeS managers tended to seek help outside the

work place least of all (Eg. non-work friends or associates: 20-30%).

Male and female managers tended to utilise similar services, although female managers utilised

management training (70%) more often than males (35%; Appendix 5). However, female

managers often worked in administrative, health and inmate development services, where training

was reported to be more accessible. Training usage was particularly low for custodial managers

(20-30%) compared to other staff (50-60%). P&P managers obtained help from regional staff

much more often (90%) than managers in custodial or adminl IDS settings (40-50%).


3. Possible services

Managers requested six main types of additional assistance. These are shown below.

Additional Services requested by Managers

100

80

60

40

20

O~-,--~~--~~--~.-~-,--~-,--'

Train Feed Team Mediat Consult Books


Figure 3: Additional services requested by managers.

Nearly all of the managers surveyed expressed a strong interest in obtaining additional

management skills training, coaching instruction and feedback about their performance as

managers (90+%; Appendix 6). Indeed, three quarters of the respondents said they would utilise

training and feedback 'very often' (60-80%). Most managers were interested in obtaining help

with team information sharing and team-building to improve cooperation among staff. They also

expressed a desire to more involved in local decision-making and planning processes (80-90%).

Conflict resolution and mediation services were favoured for occasional (80%) but not frequent

use ('would use often'= 25%; Appendix 6). Self-help strategies were also requested for occasional

(70%) rather than frequent use ('would use often'= 20%). Consultancy advice and counselling

were the least-preferred options ('would use sometimes'=55%, 'use often'=15%), although

counselling was slightly more popular among higher-paid managers (' sometimes 80%, Appendix

7). Male and female managers generally requested similar types of assistance (Appendix 6).

Feedback from interviews and written submissions indicates that managers often prefer assistance

which is immediate, local and practical. Advice from external experts was often regarded as

theoretical and irrelevant.


Study 1: Discussion

Results from Study 1 are summarised below.

Table 2: Managers' major difficulties and service requests in Study 1.

MANAGERS' DIFFICULTIES SERVICES REQUESTED

(1) Lack relevant training Management training, mentors & coaching

(2) Departmental politics Networking & performance feedback

(3) Work pressure Staff, equipment & budget management

(4) Staff conflict Conflict resolution & mediation services (5) Lack of local support Team-building/ information sharing

(6) Role ambiguity & conflict Clarify work roles, position descriptions

(7) Coping problems Counselling & consultancy services (8) Difficult clients Self-help books & directories

In Study 1, managers reported feeling under-skilled and experienced difficulties obtaining relevant

training, particularly in the areas of people-management and conflict resolution (90%).

Consequently, management training and work place coaching were requested more than any other

service (98%). Current training services were often seen as unsuitable or unobtainable due to

budget restrictions, internal politics and work overload (20-30% usage). The second major

problem reported by managers was departmental politics (80%). Many managers believed that

favouritism and cronyism often limit opportunities for training and advancement. Politics was also

thought to reduce networking options and access to unbiassed feedback. This result accords with

Staff Survey 1999, in which management equity, support and feedback were considered lacking,

particularly in custodial settings. The third-ranked problem for managers was chronic work

overload and time pressure (80%). Related service requests included more efficient utilisation of

staff, better maintenance of resources and assistance with team-building to improve delegation and

cooperation among staff (80-90%).

The fourth main problem-area for managers was staff conflict (75%). Problems with difficult

employees were twice as common as client-related hassles (35-40%). Consequently, managers

often requested greater assistance with conflict resolution, mediation (80%) and manager-referred

counselling for difficult staff (70%). Manager-referred counselling provides limited feedback to

the work place supervisor to assist with ongoing management and support. The fifth problem-area

was lack of support by local management. Managers reported that staff conflict is often primed

by unfair or unsympathetic management (70%) and tended to result in reactive bandaid solutions

(80%). Many managers expressed a desire for greater consultation and involvement in local

decision-making processes (60%+; Appendix 4). A high proportion of managers reported feeling


unclear about their work roles and what was expected of them (75%).

About halfthe managers surveyed reported occasional problems with mood control, assertiveness

and asking for help (40-50%). Few managers reported serious or chronic coping problems (15%).

Problems with coping and client! inmate management was often linked with requests for personal

counselling and consultancy (50%). Few managers said they would use a telephone consultancy

service frequently, as consultants were often seen as remote and unable to address internal

systemic problems (15%; Appendix 6). Consultancy was requested most by Executive-level

managers due to a perceived lack of internal support networks.

Male and female managers reported similar work place problems, current service usage and

interest in new services. Female managers (70%) reported greater use of training than males

(35%). However, this difference occurred because fewer females worked in custodial settings,

where training opportunities were reportedly scarce (custodial=35%, non-custodial=60% training

usage). Custodial and non-custodial managers also reported similar difficulties, current services

and preferred services. Managers in P&P reported fewer problems with difficult bosses (55%)

and utilised regional services (90%) more often than other staff (35-55%). Custodial managers

reported much lower utilisation of departmental and external training (20-30%) than non-custodial

managers (50-60%) due to budgetary constraints, lack of support and work overload (Appendix

5). Service requests were similar for custodial and non-custodial managers.

There was a slight tendency for higher-paid managers to experience greater problems with

departmental politics, budgetary issues, work pressure and staff conflict (Appendix 7). Current

service utilisation was generally similar, although fewer high-paid managers reported using

management training (25%) than lower-paid managers (45%). This difference was particularly

marked among higher-paid custodial managers (15% training usage). Requests for additional

services were generally similar across salary groups. High-paid managers favoured personal

counselling (80%) more than lower-paid staff (50%). However, they reported greater difficulty

asking for help (60%) than lower-paid managers (30%).


Study 2:

Manager Training Survey

The Manager Assistance Survey (MAS: Study 1) found that many managers felt under-skilled and

requested training and development. Study 2 was conducted to investigate managers' perceived

training and development needs. Information was obtained using interviews and a questionnaire

titled 'Manager Training Survey' (MTS: Study 2). The questionnaire included major challenges,

preferred duration! location of training and a range of management training topics (Appendix 11).

Method Questionnaire

The 'Manager Training Survey' (MTS) is two page questionnaire designed for double-sided single

page use (Appendices 10 & 11). The questionnaire has three main parts.

Section 1 'Challenges' asked managers to rate the difficulty of various challenges at work (using

a 4-point scale: not! slightly/very/extremely difficult). This section was similar to 'Demands of

the job' in Survey 1. Section 2 'Training issues' asked managers to rate how useful various types

of training would be (using a 4-point scale: not! slightly/very/extremely useful). Training issues

included the type of content (theory and practical), the duration of the sessions (1-2hrs, Yz day, full

day, 5 days) and the preferred location for the training (academy, workplace, on-the-j 0 b, telephone

and on-line). Section 3 'Training topics' asked managers to rate how much they would like to

obtain training in 26 management topics. Subjects included conflict management, team work,

leadership, communication skills, stress management, legal, budget, computer, coaching!

instructing skills, change management, organisational, planning, problem-solving and self-directed

learning skills. Space was also provided for written comments (Appendix 11).

Participants

Eighty-one managers took part in the MTS (males= 51, females= 30). Custodial and non-custodial

employees (c= 46, n!c=3 5) were surveyed from a variety of work locations throughout NS W. Sites

included Correctional centres (n= 42), Court escort (n=5), Probation! Parole (P&P: n= 9), Inmate

development (IDS: n= 7), Health (CHS: n= 2), Administration (n= 12) and Industries (CSI: n= 4).

There were insufficient numbers for a separate P&P group (n=9). Responses from Probation and

Parole staff were generally similar to those ofIDS and Industries staff. Subjects were placed in

three main groups (see Figure below).


Corr (58.00% OS (27.00%

The groups were: (1) Corrections! custodial staff (n=47; 58%), (2) Probation! Parole, CSI, CHS

and IDS staff(n= 22; 27%) and (3) Administrative staff(n= 12; 15%). For demographic details

see Appendix 12. About half the respondents were from NW region (n=44, 54%). The remainder

were from SW region (n=19, 24%) and metropolitan region (n=18, 22%). Gender and custodial!

non-custodial duty were fairly evenly distributed across regions.

Procedure

During July 2001, several managers were interviewed regarding training and development needs.

Locations included correctional centres, P&P offices, NW regional office and the Academy. The

Manager Training Survey (MTS) was developed from information obtained in those interviews.

The MTS was circulated to managers through Staff Officers, Governors and Regional offices

during early August 2001. Participants were asked to complete and return the questionnaire by

early September 2001 (within 3-4 weeks). It is not known how many managers were invited to

participate. Verbal reports indicate the response rate was quite variable. In some centres, nearly

all managers took part but in other locations staff were reportedly sceptical and non-compliant.

Additionally, it is not known if the respondents to Study 2 also took part in Study 1. Due to this

uncertainty, it was decided to replicate content regarding work challenges in both surveys. The

small number of completed surveys (n=81) and variable response rate indicates caution should be

used generalising from the results.


Study 2: Results

(1) Managers' challenges

Managers identified five areas of difficulty in the Manager Training Survey (MTS: Study 2). They

were similar to managers' problems in Study 1 (see Figure below).

100

80

60

40

20

Managers' Challenges

O~~--~~~~T-~~--~~--~~~

Train Politics Load Staff Budget Clients

• Study 1 • Study2

Figure 4: Challenges reported by managers in Studies 1 and 2.

In Study 2, managers' challenges included workload pressure (90%), politics (80%), staff

management (75%), budget problems (60%) and difficult clients (35%). These data correspond

closely to Study 1 (Training problems were not assessed in Study 2; budget problems were not

assessed in Study 1). A stricter criteria was then applied to managers' difficulties, including only

'very' or extremely difficult' problems (See figure below).

60

50

40

30

20

10

Problems rated as Very or Extremely Difficult

O~~--~~--~~~~--~~--~~-/

Short Politic Load Staff Budget Clients

• Total sample Study 2 (percentages)

Figure 5: Managers' severe challenges (rated as vetylextremely difficult).

Managers reported experiencing severe problems with staff shortages (61 %), politics (49%) work


overload (35%), staff management (32%), budget (21 %) and client! inmate management (1 %).

Overall, managers tended to rate organisational factors as being most challenging and difficult to

manage (Eg. Shortages, politics, work load and staff conflict). Client! inmate-related problems

were perceived as being relatively common (32% Figure above) but rarely as severe (1 %).

Managers' perceived work challenges were fairly similar across gender, work setting and salary

range (Appendices 13, 14). Male and female managers reported similar difficulties at

work.(Appendix 13). Corrections and court! escort staff reported more problems with staff and

equipment shortages (70%) than other locations (50%). Administrative managers reported fewer

problems with people (17%) and budget management (8%) than elsewhere (34-36% and 14-28%

respectively). However, these differences were fairly isolated.

2. Training issues

Training issues included preferences regarding content, duration and location of training

(Appendices 13, 14). Nearly all managers considered theoretical and practical content to be at least

moderately important (94-98%). Practical skills training was rated as highly important more often

than theoretical content (82% & 56% respectively). Theoretical and practical content were

favoured equally for 1-5 day academy-based courses. Requests for a practical focus were mainly

associated with brief training in the work place (Eg. Yz day sessions).

Managers expressed a wide range of preferences regarding the duration of training sessions. These

results are shown below.

Preferred Duration of Training Sessions

80 70 60 50 40 30 20 10 O~~~~~-=T=~~-=r==-~~==~

5 day 1 day 1/2 day 1-2 hour


Figure 6: Preferred duration of manager training sessions.

In general, managers preferred one-day training sessions (77%) conducted at the academy (67%)

or workplace (62%). Five-day (49%) and half-day sessions (41 %) were also of interest (Appendix

13). One to two-hour briefing sessions were requested least (21 %), usually by managers higher-


paid managers and/or managers in custodial settings (Appendix 17). Analyses showed that

requests for longer duration training (Eg. 1-5 days) were generally linked to the academy.

Requests for short-duration training (1-4 hrs) were associated with sessions at the work place.

Managers preferences regarding location of training sessions are shown below.

Preferred Location of Training Sessions

70 60 50

40 30

20

10 o-=--~--~~--~~--~--~--~~--~

Academy Work Coach Phone On-line

Total sample (percentages)

Figure 7: Preferred location of manager training sessions.

Managers often preferred training sessions at the Academy (67%) and/or their work place (62%).

Considerable interest was expressed in mentor and coaching instruction at work (53 %), especially

with a person of the manager's own choice. Telephone consultancy received little support (16%).

However, a quarter of the respondents expressed interest in on-line learning (Eg. Intranet 27%;

Appendix 13).

Managers in correctional centres and court escort units requested on-the-job coaching/ training

(32%) more often than other locations (5-8%; Appendix 13). Administrative mangers expressed

particularly high interest in work place training (83%) but little interest in telephone assistance

(0%). Lower-paid managers tended to request long-duration training away from the work place

(67%) and were least interested in on-the-job coaching (8%) and telephone support (0%). By

contrast, higher-paid managers showed more interest in 1-2 hour sessions (42%) than other groups

(8-23%) possibly due to time constraints associated with their work. Higher-salaried managers

favoured telephone consultancy (18%) more than lower-paid managers (0-12%; Appendix 14).

In comments sections of the MTS, several managers noted the Career Development Centre and

Management Development Programs at the academy. However, many managers did not appear

to be aware of departmental services. Additional suggestions for manager support included greater

access to training/ development courses, local support to attend training (Eg. paid leave and

sponsorships), secondments, conferences, work-site discussion groups, regular meetings with

other managers, regional training and distance learning.


3. Training topics requested

Many of the 26 topics in the MTS shared a common theme or focus. Factor analyses showed that

managers identified seven basic subject-areas underlying the MTS topics (see Figure 8 below).

Training Topics requested (as grouped by Managers)

80 70 60 50 40 30 20 10 O~-.--~r-~-'--~'-~-'--~.-~-'--

Conflict Team Commun Care Solve Change Instruct


Figure 8: Training topics requested, as grouped by managers.

Basic subject areas included conflict management (2 topics), team-work (4 topics),

communication skills (5 topics), duty of carel legal issues (6 topics), 'delegation (2 topics), change

management (2 topics) and planning! solving skills (5 topics). In order of preference, managers

expressed interest in training regarding conflict management (80%), team-work (75-80%),

communication skills (45-55%), duty of carel legal issues (40-60%), planning, learning and

solving skills (40-50%), change management (35-45%) and instructing! delegating skills (35%).

Detailed results are shown next page in Table 3.


Table 3: Training topics requested, as grouped by managers.

Conflict management Total

Manage difficult staff 82% Deal with difficult people 80%

Team work Enhance co-operation 80% Team communication 72% Dealing with poor performance 75% Leadership skills 65%

Communication skills Listening skills 55 'Yo Negotiating! influencing 51 % Managing feedback 47'Yo Personal management style 42%

Duty of carel Legal Culture, politics 60'Yo Assist distressed staff 62% Legal! OH&S issues 43% Budget! finance 50% Computer! technology 50% Cultural differences 37%

Planning/ solving Strategic problem-solving 53% Planning! evaluation skills 47% Time management 37'Yo Personal career plan 40% Self-directed learning 32'Yo

Change management Implementing change 47'Yo Communicating vision 37'Yo

Delegation Coaching! instructing 37% Delegation skills 33'Yo

Note: topics were categorised by factor analysis and reflect the managers' viewpomts about how management concepts are connected

Most DeS managers requested training about how to manage conflict in the workplace (80%).

They were primarily interested in dealing with staff who are uncooperative (80%), argumentative

(82%) and unwilling or unable to work at an acceptable standard (75%). It appears that many

requests for training about optimising cooperation in teams (70-80%) were motivated by a desire

to avoid hassles and conflict. Most managers viewed leadership as enhancing partnerships and

managing disputes through the use of advanced inter-personal, communication and coping skills.

These skills included listening, negotiating and influencing (50-55%), self-awareness of one's

management style (40%) and personal stress management (37%). The results indicate that a major

source of stress for many Des managers is dealing with difficult employees. The inclusion of

'personal management style' under communication skills suggests that many managers believe

that conflict may occur due to misunderstandings and break-downs in communication. Managers

often expressed a desire to be more aware of their personal style in order to communicate more

effectively, defuse disputes and bring out the best in staff (42%).


Generally speaking, few managers were interested in developing and communicating corporate

vision (35%). This may reflect the fact that most of the respondents were from middle

management rather than executive level management. Only 15% of managers reported earning

more than $70,000+pa. Strategic planning and conceptual skills often relate to higher level

management (Katz, 1974, cited in Robbins et aI., 2001). It appears that most managers were

primarily concerned with day-to-day practicalities rather than intellectual ideals. They appear to

have chosen training topics from a somewhat embattled perspective rather than looking for

opportunities to contribute to the welfare of other staff and the department. Unfortunately, this

focus may have reduced many managers' interest in motivating, instructing and developing talent

in other employees. Coaching, instructing and delegating skills were requested less than any other

topic group (33-37%). It is ironic that managers considered coaching and mentor instruction to

be vital for their own development (Study 1: 98%). It is interesting that the DCS leadership

template places a high value on instructing, delegating and facilitating partnerships (Marlow

Hampshire, 2000).

Training! development requests were then examined across gender groups. Male and female

managers differed little in their topic choices overall. Exceptions are shown below.

Training requests of Male and Female Managers

70 60

50 40

30

20 10 O~--.---~--.---~-,----~-,--~

Communic Negotiate OH&S

• Males • Females

Figure 9: Training topics requested by male and female managers.

Male managers requested training in listening and negotiation skills nearly twice as often (60-

67%) as female managers (37%). Females requested training in OH&S/ legal issues (63%) more

often than male managers (31 %). These differences occurred regardless of work location and may

reflect a perception that male managers often lack basic communication and diplomacy skills

commonly exercised by females (Appendix 16).

Training requests also differed according to work location in several respects (Appendix 15; see

Figure below).


100

80

60

40

20

Training requests according to Work Location

Listen Feedbck Budget Perform Solving

• Correc • P&P D Admin

Figure 10: Training topics requested according to work location.

Managers in custodial settings requested training in listening and communication skills (62%) and

budget management (66%) more often than managers in other locations (25-35%). Custodial

managers showed lower interest in providing feedback (34%) than P &P or adminl IDS managers

(64-67%; Appendix 15). Administrative managers expressed a high level of interest in training

regarding under-performing and difficult employees (admin 92%; other settings 70%). They also

requested training in strategic problem-solving (83%) more often than managers in other settings

(36-52%). Managers differed considerably in their choice of training topics according to their

salary-level (Appendix 17). These results are summarised below.

100

80

60

40

20

Training requests according to Salary Level

Team Lead Cultur Deleg Time Stress Learn

$45-49k • $60-69k D $70k+

Note: Topic choices of the $50-59k salary group (not shown) were similar to the $35-49k group.

Figure 11: Training topics requested according to manager salary level.

Interestingly, higher-salaried managers requested substantially less training in the areas of

teamwork (42%), leadership (41 %) and negotiation skills (22%) than lower-paid managers (70-

90%). Higher-paid managers also expressed less interest in developing delegation (18%) and

organisational! time management skills (26%) than lower-paid managers (50-60%). High-paid

managers showed extremely low interest in legal and cultural issues (17%), self-directed learning


(8%) and personal stress management (8%) compared to lower-paid managers (40-60%; Appendix

17). Evidently, many higher-level managers considered their current management skills to be

adequate or that additional training would be ineffective. Interpersonal communication skills such

as listening, negotiating, giving feedback and self-awareness were valued by senior managers as

highly (75-85%) as lower-paid managers (70-90%). However, team leadership and communication

skills were not (40-60%). This may reflect a tendency for higher-level managers to operate more

independently, authoritatively or with less consultation than lower-level managers. The interest

shown by lower-paid managers in time management (60%) and problem-solving skills (92%) may

reflect a perception that lower-level managers have less control overwork deadlines and are under

greater pressure to get things done.

The low interest shown by senior managers in self-directed learning (8%) may reflect increased

age and readiness for retirement (no data regarding age was obtained). A decided lack of interest

in personal stress management training by higher-paid managers (8% compared to 35-50% for

other groups) may indicate that they already have effective stress management skills, developed

through hard-won experience. It may also reflect a tendency for high-level managers to convey

the impression that they are 'above that sort of thing' . If this is correct, high level managers may

be at greater risk of stress-related burnout due to reduced help-seeking when needed. Certainly,

stress management was perceived as less relevant or useful to higher-level managers. The reason

for this finding is unclear and could be investigated further. It is unlikely that higher-paid

managers are actually less stressed than other employees.

Managers' choices of training topics were then examined in relation to the DCS Leadership

Template (Marlow Hampshire, 2000). According to the DCS model, effective managers

demonstrate six key attributes and skills. Leaders should (1) exemplify integrity and

professionalism, (2) plan for the future, (3) provide leadership and direction, (4) achieve results

and (6) manage the external environment (ie. the interface with other organisations). Viewing

results through the leadership template illustrates management processes as well as skills. The

template commences with core values, proceeds to formulating vision, developing strategies,

providing leadership, engaging others in the work and concludes with ensuring outcomes, all in

the context of managing organisational and outside interests. These results are summarised in

Figure 12 below.


Managers' training requests (per Leadership Template)

70 60 50

40

30 20

10 O~~--~~--~~--~,---~,-~--,-~

Profess Plan Lead Co-op Results Envir

Total sample (percentages)

Note: These data are the same as those in Figure 8, categorised differently.

Figure 12: Training topics requested according to the Des leadership template.

Training topics regarding leadership and developing partnerships were requested most often (60-

70%), followed by achieving results (55%), dealing with organisational environments and politics

(45%) and planning for the future (40-45%). Topics related to professionalism were selected by

only a third of managers (35-40%). Viewed from the leadership model, it is evident that most

mangers were concerned with middle-phase management skills (Eg. providing leadership and

facilitating partnerships) to minimise conflict and distress. Managers placed less emphasis on

initial stages of the management process such as ethics, learning, planning and strategy (30-40%).

They also expressed less interest in end-stage topics related to work outcomes and managing the

external environment (50-60%). Detailed results are shown in Table 4 below.


Table 4: Training topics requested according to the DeS leadership template.

Professionalism Total Integrity

37~o flexibility Cultural differences Continual learning Personal management style 42~o

Self-directed learning 32~o Personal career plan 40~o

Resilience Personal stress management 37~o Plans for future

Strategic view Communicating vision Planning/ evaluation skills

37~o 45%

Action orientation Time management 37~o Thinking skills Strategic problem-solving 53~o

Leadership/ direction Leadership Leadership skills 65~o Team management Enhance co-operation 80~o

Team communication 72~o Coaching/ instructing 37~o Delegation skills 33~o

Facilitates co-operation Communication Listening skills 55~o

Managing feedback 47% Influencing skills Negotiating/ influencing 51~o

Manage staff conflict 82% Deal with difficult people 79~o Assist distressed staff 62~o

Achieves results Results focus Implement change 47%

Deal with poor performance 75~o Business acumen Budget / finance 50~o Technical skills Computer/ technology 49~o

External environment Political awareness Dep't politics/ culture 60~o Representation

Note: Items regarding 'integrity' and 'representation' were not included in the MTS questionnaire.

The results suggest that many DeS middle-managers do not see leadership as a positive process.

Aspects such as ongoing learning, planning and vision are under-emphasised (30-40%) at the

expense short-term trouble-shooting (Eg. staff conflict 80%). Managers expressed a desire to

facilitate cooperation in teams (80%) but relatively little interest in developing partnerships or

assisting staff with professional development. They rarely requested assistance with how to

delegate, instruct or provide feedback (30-40%). Listening, negotiating and influencing skills

required for building positive relationships were requested less (40-50%) than topics regarding

negative situations (80%). These tendencies were particularly marked for higher-level managers.

Reasons and remedies for this un-integrated view of leadership could be further investigated.


Study 2: Discussion

In Study 1, many DCS managers reported feeling under-skilled in their work roles. Management

training was requested more than any other service (98%). Study 2 was conducted to clarify the

perceived training and development needs of managers.

Managers' difficulties

The difficulties reported by managers in Studies one and two were almost identical. Managers

were mainly challenged by organisational factors perceived to be largely out of their control.

Organisational problems included politics, lack of support, staff! equipment shortages, high work

pressure and budgetary constraints. Problems managing staff conflict and under-performance were

rated as moderately difficult. Client! inmate management presented the least difficulty for

managers. It is interesting that staff-related concerns triggered most of the training requests in

Study two (Eg. for conflict, team management and communication skills). Managers may have

felt a greater degree of responsibility and/or control in this area (RR).

Training content

Study two assessed several practical issues regarding training! development needs of managers.

Managers expressed a high level of interest in both theoretical and practical content. This

contradicts verbal reports that 'what we need is practical hands-on stuff not theory'. There was

a slight preference for practical skills (80%) over theory (60%) in brief 1-4 hour sessions. For

longer-durations (1-5 days) theoretical and practical content were requested equally (70-75%).

This accords with the view that managers require advanced conceptual and thinking skills as well

as practical and technical knowhow (Katz, 1974, cited in Robbins, Bergman, Stagg & Coulter,

2001). Increasingly, managers at all levels are being required to make decisions and solve

problems in a semi-independent fashion. Interestingly, managers appeared to recognise the

importance of theoretical principles and ideas for guiding action.

Despite this, they did not often request training in conceptually related topics. For example,

developing vision, understanding culture and strategic problem-solving were requested by less

than half the participants (35-50%). A practical emphasis was evident in the training topics

requested (Eg. conflict management 80%). Interestingly, requests for theoretical! conceptual

training often reduced as salary-level increased (Appendix 16). This appears to contradict the

view that higher levels of management usually require greater conceptual ability and focus (Katz,

1974, cited in Robbins et aI., 2001). There may have been insufficient managers in the high

income group (n= 12) and/or they were not senior enough in the organisation to reflect this trend.

The results may also suggest a tendency for middle management in NSW Corrective Services to


not aspire to develop a helicopter big picture view of things. In traditional hierarchical

organisations, conceptual and decisional skills tend to be isolated at the very top (Mahoney, J erdee

& Carroll, 1965, cited in Robbins et aI., 20~1).

Duration

Managers appeared to be interested in obtaining a wide variety of training and development

services (Appendix 13). In general terms, managers tended to express a preference for either long

duration (1-5 day) or short-duration training (1-4 hours) but not both (5 days 50%; 1-2 hours

20%). One-day sessions were requested most (77%) regardless of gender, location and salary.

Brief sessions were preferred most by managers in correctional centres, courts (32%) and higher

salaried managers (42%). Requests for long-term sessions were usually associated with academy

based or regional training. Requests for brief sessions often related to on-the-job coaching or

workplace training.

Training topics requested

Managers' training requests were first examined in relation to their own management concepts

(Eg. conflict resolution and duty of care). Utilising managers' own concepts (by factor analysis)

provides insights into the values and attitudes held by managers and how these affect their

requests for support. Next, the results were examined in relation to the DCS leadership model to

compare managers' concepts ofleadership with those of the department. The DCS model also

outlines the process of effective management as well as qualities and skills. Planning, strategy

formation, leadership, facilitating partnerships and achieving outcomes reflect a general

management process. The DCS leadership model is consistent with accepted management models

and includes 'integrity/ professionalism' which fundamentally affects the way in which all aspects

of management are conducted (Robbins et aI., 2000). Managing the interface with the external

environment is also increasingly involved in modem leadership (Robbins et aI., 2000).

Managers' training choices often appear to reflect a pre-occupation with avoiding or resolving

conflict (80%+). Skills related to developing long-term partnerships and positive relationships

with staff were generally under-emphasised (30-40%), possibly due to an 'embattled' mental

position. In particular, managers rarely requested assistance with how to delegate, instruct or give

feedback to staff (30-40%). Few managers appeared concerned with spotting and developing

talent. There was a decided lack of interest in informing, motivating and involving staff in work

processes. Listening, negotiating, influencing and motivating skills (40-50%) were requested far

less often than topics about how to handle negative situations as they arise (80%). Managers

tended to focus on themselves rather than on staff, relationships and the organisation.


General Discussion

The Manager Assistance Survey (MAS: Studyl) and Manager Training Survey (MTS: Study2)

examined managers' perceived needs and options for support. Both surveys attracted modest

support (n= 75 & 81). Managers reported experiencing similar difficulties in both studies. They

rated organisational factors such staff/ equipment shortages (60%), departmental politics (50%),

work overload (35%) and staff conflict (30%) as being most demanding. Client and inmate-related

problems were rated as slightly (30%) but not extremely difficult (1 %). Managers tended to rate

work challenges similarly, regardless of gender, work settings and salary range (Appendices 13

& 14).

In terms of positive findings, many DCS managers embraced continual learning as part of their

professional roles. Nearly half the managers requested training to improve their self-awareness

(Eg. personal management style: 42%), resilience and adaptability (stress management: 37%;

Appendix 15). More than a third the participants requested help with self-directed learning and

long-term career plans of the type used by the Career Development Program (32-40%). There

appears to be emerging interest in less traditional forms of training, consistent with a focus on

ongoing development. Most managers were interested in developing supportive networks with

other managers to obtain mentor guidance, coaching and constructive feedback (Study 1). Half

the managers were interested in obtaining on-site training, particularly brief sessions with a

practical focus (Study 2; Appendix 14). Interest was also expressed in on-line and distance

learning (27%). Telephone consultancy and counselling were requested mainly by higher-level

managers (18%). Self-help resources such as directories, books and leaflets were favoured by 15-

20% of managers for frequent use (occasional use 70%; Appendix 6).

Many managers appeared to choose their training topics from a fairly self-reliant perspective. In

Study 1, nearly all managers requested further training, development and performance feedback

(95%). Assistance from other people was requested less often (Eg. mediation 25%, consultancy

15% frequent use, Appendix 6). This suggests managers are willing to help themselves before

relying on other people for specialist support. This finding was confirmed in Study 2. Managers

re-stated their desire to deal with problems personally, particularly in the areas of conflict

management and team-work (70-80%) often through improved leadership and communication

skills (50-65%). Indeed, Study 2 showed that managers were primarily interested in improving

their ability to lead (Figure 12). Leadership was generally viewed as providing direction (65%),

enhancing communication and cooperation among staff (70-80%) and dealing with staff conflict

(80%).

Unfortunately, conflict management was often emphasised to the exclusion of other aspects of


leadership. Some managers reported feeling trapped in an ongoing battle, continually having to

'put out fires' , reacting to circumstances largely out of their control. This embattled position was

reflected in frequent requests for training on howto deal with under-performing employees (75%),

difficult people (80%) and conflict (82%). By contrast, topics about delegating, instructing and

providing feedback to staff were selected less often (30-40%). There was less interest in

informing, motivating and involving staff in work processes. Listening, negotiating and

influencing skills were also requested less often (40-50%). Overall, managers showed a somewhat

un-integrated view ofleadership (Table 4).

A self-centred focus is also evident comparing results from Studies 1 and 2. In Study 1, managers

requested information-sharing sessions, performance feedback and the opportunity to form

partnerships with other managers (Eg. mentor and coaching systems). In Study 2 however,

managers showed little interest in coaching or instructing staff (37%), delegating work (33%),

providing feedback (45%) or obtaining skills related to developing cooperative partnerships (Eg.

listening skills: 55%). Apparently, many managers were more inclined to receive assistance than

to provide it. This may reflects features of managers' confidence, priorities and perceived roles.

Interestingly, higher-paid managers requested substantially less training in the areas ofteam-work

and communication skills (20-40%) than lower-paid managers (70-90%; Table 3). High-paid

managers ($70,000+pa) showed extremely low interest in subjects related to equity, flexibility and

continual learning (8-15%) compared to lower-paid managers (40-60%). Corporate vision and

strategic planning were also not emphasised (30-40%). Evidently, many higher-level managers

considered their current management skills to be adequate or that additional training would be

ineffective (Figure 11). It may also reflect a tendency for higher-level managers to project a self

sufficient image and/or to operate with less consultation than lower-level managers. Interestingly,

male managers requested training in listening and negotiation skills nearly twice as often (60-

67%) as female managers (37%). This may reflect a perception that male managers often lack

communication and diplomacy skills exercised by many female managers (Figure 9).

DCS managers were mainly concerned with middle-phase management (Eg. leadership & conflict

management: 80%, Figure 12). They placed less emphasis on initial stages of professionalism,

planning and strategy (30-40%). Managers also expressed lower interest in end-stage topics related

to work outcomes and managing the external environment (50-60%). Obviously, leadership

requirements vary with industry setting and management level. However, the results suggest that

many DCS managers lack a clear vision and sense of purpose in the department. A lack of

corporate perspective and understanding of the DCS leadership model may contribute to the near

sighted reactive management style reported by many participants.


A Staff Satisfaction Survey in 1999 found that most DCS employees were concerned about the

quality and style of their local management. Perceived deficits in management equity, support and

feedback affected staff dissatisfaction to a major extent. Immediate supervisors were usually

regarded as supportive and well-meaning (65%) but ineffective at managing conflict or providing

leadership (50%). It is interesting that those areas were particularly requested by managers in this

survey. Attending to the support and development needs of managers may be an effective avenue

to address staff concerns generally.

Finally, the current survey omitted the issue ofintegrity. Training subjects on topics such as ethics,

equity and integrity were conspicuously absent in staff interviews during the development phase

of the proj ect. Consequently, items regarding professional integrity were not included. This deficit

only became apparent when results were reviewed through the DCS leadership model. This

suggests that particular attention should be paid to core values ofleadership in future research and

interventions.


Strategy Options

Table 5' Summary of survey findings current services and further strategy o12tions ,

SURVEY FINDINGS CURRENT FURTHER STRATEGY OPTIONS SERVICES

Request mentors and coaching Career Dev't Additional mentor/coaching systems? Centre.

Request networking options Career Dev't Staff Psychologists &/or Superintendent Centre. Exec Dev't explore networking options for Super i ntendent managers (Eg. Committees, local meetings, Executive Dev't conferences, intranet)? (SED).

Request feedback Performance Expedite performance management system. Management Self-selected assessors for feedback. System (PMS) Follow-up to ensure implemented properly.

Request consultancy help HRM, Staff Psych, Develop internal consultancy and referral (particularly executive level) EAP/ 'Manager services generally. Superintendent Exec

Assist' service Dev't to explore executive level needs.

Request conflict resolution Equity unit, Legal Specialised assertion, negotiation skills and & mediation services branch, EAP, conflict management training for executive

External services. level managers (Eg. Governors, Deputy Gov/ Staff Officers).

Request self-help directories CSA library Develop internal consultancy service and & information Regional training information (Eg. brochures) to improve

resources linkage with existing DCS services, possibly utilising Staff Psychologists and SED.

Request assistance with Career Dev't Centre Improve knowledge of and access to career plans & self-directed (CDC). management resources at CSA library. learning CSA library. Possibly improve/ revise library resources. (*executive level) SED investigate training/ development

needs and options for executives.

Request training regarding Management Dev't Develop practical skills training modules conflict management, under- Program (MDP) based on MDP, half-day to 1-day sessions performance, leadership and available at workplace. Develop 1-2 hour team-work skills briefing sessions for workplace delivery.

Investigate use of intranet for staff training & development.

Evidence of un integrated MDP, CDC, PMS. Promote DCS leadership template reactive view of leadership throughout the department. Investigate

reactive issues further.

X Lack vision " Pay particular attention to vision, mission, ( Uvision, Ustrategic planning) plans, core leadership values & integrity.

X Lack of focus on staff " Promote staff development aspect of development ( Udelegation, performance management system. Promote Ufeedback) training/ dev't role of managers.

X Lack of focus on collegiate " Develop spin-offs from MDP to target partnership skills practical & conceptual skills, corporate ( Ulistening, Unegotiation skills) vision, identifying & developing talent in

staff and facilitating partnerships.


Table 5 (cont): Strategy options for Executive level managers.

SURVEY FINDINGS CURRENT FURTHER STRATEGY OPTIONS SERVICES

Executive managers' issues Superintendent Develop training/ dev't modules for listed below: Executive Dev't Executive level staff.

(SED)

Request training & dev't Management Dev't Develop spin-off training modules from the in negotiation/ influencing Program (MDP) MDP tailored to Executive level staff. skills, focussed on dealing Address requested topics with a focus on with ,erformance problems, developing a collegiate culture. staf conflict & enhancing Reinforce the DCS Leadership template, cooperative partnerships. positive integrated approach promoting

succession planning.

X Lack interest in vision, SED, MDP, CDC SED explore Executive view of leadership strategic & conceptual skills and corporate vision. Does the

department's values & goals require clarification/ discussion? Utilise Performance Management system and MDP to develop high-level leadership interests and skills.

X Lack interest in developing SED, MDP, CDC Same as above. Staff Psychs & SED collegiate partnerships research organisational culture

(historically hierarchical & power-oriented) with a view to modifying. Develop practical training modules in assertion skills & forming/ maintaining partnerships.

X Low admission of stress and SED, MDP, CDC SED explore particular stressors and tendency of avoid help needs of Executive staff. Develop suitable

internal and external supports. Promote networking to reduce isolation & over-defensiveness. Develop training/ dev't package on stress management tailored for Executive staff, possibly in context of ethical issues & self-awareness of personal management style.

X Lack interest in continual SED, MDP, CDC Explore training & dev't support options learning, career plan for managers approaching retirement.

They may wish to make particular contributions before retirement. Perhaps involve in staff dev't / coaching programs? Develop specialised career/personal plans incorporating pre and post-retirement learning & dev't goals.

The Manager Assistance project revealed a number of manager service and training needs.

Managers often requested additional services to facilitate supportive networks, coaching,

performance feedback, conflict resolution, consultancy advice, counselling and self-help

information (Study 1). Obviously, the department already provides many services related to these


issues (central column Table 5). Greater access to information about existing services may reduce

the need to developing new ones. A brochure about DCS Manager Assistance services (Eg.

Appendix 20) would provide managers with a wide range of options, possibly linked with internal

HR consultancy services. Both studies showed that managers are interested in being self-reliant

in their work roles. To this end, manager training and development emerged as a major issue.

In particular, managers often requested specialised training in the areas of communication and

inter-personal skills to aid them in leadership, teamwork and resolving staff conflict (Study 2). It

was evident that many managers feel poorly equipped to deal with difficult staff. It may be useful

to develop spin-off modules from the Management Development Program (MDP) to target these

issues. The modules should have a practical! experiential focus and be tailored to the needs of

particular groups (Eg. Executive staff). Although it is difficult to determine from training requests

alone, many managers appeared to under-emphasise the areas of corporate vision, planning,

strategy, developing and maintaining cooperative partnerships (Eg. Listening/ negotiation skills),

developing staff (Eg. instructing, delegating & providing feedback), personal stress management

and career planning. These findings could be investigated further.

Clearly, the DCS Leadership Template should be enunciated throughout the department and

incorporated into Performance Management systems. Its positive influence may help counter-act

a tendency for performance issues to be linked with short-term conflict, a view which was

prevalent in the current study. The DCS Leadership model shows that a wide range of skills are

instrumental in developing opportunities for staff and long-term organisational success.

Of some concern was the finding that higher-paid managers reported even less interest in strategic/

conceptual skills, communication, staff development and partnerships than lower-paid managers

(Figure 11). This may reflect differences in the type of work they undertake and/or a tendency to

operate in a more power-focussed non-consultative manner. The latter possibility (reported in

interviews) suggests that attention be paid to attitudes of Executive-level staff as part of culture

change. Considering the long history of the DCS and its militaristic/ coercive origins, further

research into organisational culture may be warranted. The role of Superintendent Executive

Development is likely to be very valuable in this regard.

Clearly, recent initiatives such as the Career Development Centre (CDC) and Management

Development Program (MDP) address many key issues identified by managers. The particular

training requests by managers in the current survey suggest that the MDP could be complemented

with a series of half to one-day practical modules conducted locally. These modules could be

constructed to address a range of wants and needs. Managers' wants focussed on communication!

negotiation skills to reduce conflict. Managers' needs involved developing a positive view of


leadership involving greater vision, cooperation and staff development.

The revised performance management (PM) system being introduced should go a long way toward

meeting managers' needs regarding feedback, coaching and supportive networks. Additional

methods to improve communication among managers through team-building, intra-net systems and

group forums could be examined. Written submissions showed that managers are interested in

improving staff involvement and cooperation by any practical means. Suggestions included team

building exercises, assessment ofteam functioning by consultants, group (rather than individual)

training sessions for work units and greater attention to team information-sharing. Team meetings

were often reported to occur irregularly, reactively and for the purpose of dispensing rather than

discussing information.

Planning and usage of departmental resources was clearly a major concern for most of the

managers surveyed. Requests for more staff, more efficient utilisation of staff and better

maintenance of equipment may reflect the fact that managers are increasingly being asked to do

more with less. However, further investigation of staffing and maintenance issues may be

warranted. Training in time management and organisational skills may also assist managers to

better deal with their work loads.

About a quarter of the managers surveyed requested a consultancy service. Higher-paid managers

expressed more interest in consultancy and specialised counselling assistance. In many respects,

Executive level staff reported the lowest levels of support (Eg. greater isolation with fewer internal

networks) and often looked to external assistance. It may be worth investigating what type of

consultancy/ counselling services would be useful for high-level managers. Assistance with

networking and performance feedback could also be examined.

Self-help options appears to be an area of emerging interest. Self-help services could be linked

with internal consultancy services such as the Superintendent Executive Development, Academy

staff, Regional Staff Psychologists, Regional Training Coordinators and/or other regional HR

personnel. The Academy library could be advertised more effectively and possibly expanded to

better meet the needs of managers and staff generally. A training and networking system for

managers could be developed using intranet facilities.


Conclusion

The Department of Corrective Services NSW (DCS) is currently at the forefront in manager

assistance. Most organisations rely on external services such as Employee Assistance Programs

and 'Manager Assist' consultants to help their managers resolve particular problems. Internal

support is usually provided informally in a reactive ad-hoc manner. Efforts are rarely made to

systematically uncover the causes of managers' problems and find solutions within the

organisation. In the current survey, the DCS has sought to identify the particular challenges and

needs of its managers.

To a large extent, the project was very successful. The results indicate that many of our existing

HR support and development services are seen by managers as relevant and extremely effective.

In particular, the Career Development Centre and the Management Development Program meet

the majority of managers' needs. An internal consultancy service is recommended to improve

knowledge of and access to these excellent services. Several strategy options are outlined to

expand and refine manager assistance services in the DCS.


Appendices

Study 1:

1 Manager Assistance Survey, version 1 38

2 Manager Assistance Survey, version 2 40

3 Information sheet for Manager Assistance Survey (MAS) 42

4 Managers' self-reported difficulties according to gender and work location 43

5 Managers' utilisation of current services according to gender and work location 44

6 Managers' requests for possible services according to gender and work location 45

7 Managers' difficulties and service requests according to salary level 46

8 Demographic details of the participants in Study 1 47

9 Departmental requirements of manager assistance services (focus group) 48

Study 2:

10 Information sheet for Manager Training Survey (MTS) 49

11 Manager Training Survey used in Study 2 50

12 Demographic details for participants in Study 2 52

13 Managers' challenges and training issues according to work location & gender 53

14 Managers' challenges and training issues according to salary level 54

15 Training subjects requested by managers according to work location 55

16 Training subjects requested by managers according to gender 56

17 Training subjects requested by managers according to salary level 57

18 Links between workplace challenges and training requests 58

19 Statistical analyses used in the project 59

20 Interview questions regarding vision and leadership 60

21 Draft Manager Assistance Services brochure 62


Appendix 1: Manager Assistance Survey: Version 1


o Male 0 Female 0 Custodial 0 Non-custodial

Age range 0 17-25 yrs

Employed 0 0-5 yrs

Division 0 Corrections

026-35 yrs 036-45 yrs 046-55 yrs

06-10 yrs 0 11-15 yrs 0 16-20 yrs

o P&Parole 0 CourtlEsc 0 S&I

o Admin

o 56+yrs

o 21+yrs

o IDS

o Health

Salary 0 $40-54k o $55-64k 0 $65-74k o $75-89k 0 $90k+

Section 1: Demands of the job

As a manager, I have difficulties with ... Rarely Sometimes Often Very often

inadequate training for this position 0 0 0 0

obtaining help regarding workplace problems 0 0 0 0

obtaining practical advice 0 0 0 0

obtaining relevant training 0 0 0 0

knowing what is and isn't expected of me 0 0 0 0

not being allowed to make decisions 0 0 0 0

lack of support from local management 0 0 0 0

keeping up with technological changes 0 0 0 0

dealing with difficult employees 0 0 0 0

dealing with difficult clients (Eg. inmates) 0 0 0 0

dealing with difficult supervisors/ bosses 0 0 0 0

managing staff conflict 0 0 0 0

handling people assertively 0 0 0 0

controlling my anger or mood 0 0 0 0

budget problems 0 0 0 0

departmental politics 0 0 0 0

feeling okay about asking for help 0 0 0 0

As a manager, what are the worst problems you face?

.. Please continue overleaf ..


Section 2: Current resources

I currently obtain management assistance from .. Rarely Sometimes Often Very often

co-workers at my centre 0 0 0 0

my immediate supervisor or boss 0 0 0 0

phoning someone I know and trust 0 0 0 0

friends or associates outside of work 0 0 0 0

the person in charge of my unit/centre 0 0 0 0

staff at regional or head office 0 0 0 0

departmental training courses 0 0 0 0

external courses 0 0 0 0

books or leaflets 0 0 0 0

As a manager, which departmental services are most helpful to you?

Section 3: Possible services

I would use assistance from .. Rarely Sometimes Often Very often

a directory of manager assistance services 0 0 0 0

a telephone consultancy service to gain advice 0 0 0 0

training courses on management skills 0 0 0 0

coaching instruction in the workplace 0 0 0 0

informative books and leaflets 0 0 0 0

networking with other managers 0 0 0 0

feedback about my performance as a manager 0 0 0 0

conflict resolution/ mediation services 0 0 0 0

manager-referred counselling for difficult staff 0 0 0 0

personal counselling for managers 0 0 0 0

As a manager, what type of assistance do you need the most?

~ * Please complete and return this survey today.


Appendix 2: Manager Assistance Survey: Version 2


o Male o Female o Custodial o Non-custodial

Age range 017-25 yrs 026-35 yrs 036-45 yrs 046-55 yrs o 56+yrs

Division o Corrections 0 P&Parole o CourtlEsc OS&I o IDS o Health o Admin o Industries

Salary o $40-54k o $55-64k o $65-74k o $75-89k o $9Ok+

Section 1: Demands of the job

As a manager, I have difficulties with ... Rarely Sometimes Often Very often

inadequate training for this position 0 0 0 0

obtaining help regarding workplace problems 0 0 0 0

obtaining practical advice 0 0 0 0

obtaining relevant training 0 0 0 0

knowing what is and isn't expected of me 0 0 0 0

not being allowed to make decisions 0 0 0 0

lack of support from local management 0 0 0 0

keeping up with technological changes 0 0 0 0

dealing with difficult employees 0 0 0 0

dealing with difficult clients (Eg. inmates) 0 0 0 0

dealing with difficult supervisors/ bosses 0 0 0 0

managing staff conflict 0 0 0 0

work overload, time pressure 0 0 0 0

lack of clear consistent guidelines 0 0 0 0

reactive bandaid management 0 0 0 0

lack of cooperation between staff 0 0 0 0

handling people assertively 0 0 0 0

controlling my mood 0 0 0 0

budget problems 0 0 0 0

staff shortages 0 0 0 0


feeling okay about asking for help 0 0 0 0

As a manager, what are the worst problems you face?

... Please continue overleaf ..


Section 2: Current resources

I currently obtain management assistance from .. Rarely Sometimes Often Very often

co-workers at my centre 0 0 0 0

my immediate supervisor or boss 0 0 0 0

phoning someone I know and trust 0 0 0 0

departmental policies, procedures & orders 0 0 0 0

friends or associates outside of work 0 0 0 0

the person in charge of my unit/centre 0 0 0 0

staff at regional or head office 0 0 0 0

departmental training courses 0 0 0 0

academy library and resources 0 0 0 0

external courses 0 0 0 0

books or leaflets 0 0 0 0

As a manager, which departmental services are most helpful to you?

Section 3: Possible services

I would use ... Rarely Sometimes Often Very often

a directory of manager assistance services 0 0 0 0

a telephone consultancy service to gain advice 0 0 0 0

training courses on management skills 0 0 0 0

coaching instruction in the workplace 0 0 0 0

informative books and leaflets 0 0 0 0

networking with other managers 0 0 0 0

feedback about my performance as a manager 0 0 0 0

improved team information-sharing 0 0 0 0

improved team-building sessions 0 0 0 0

more efficient utilisation of staff 0 0 0 0

better maintenance of equipment & resources 0 0 0 0

conflict resolution/ mediation services 0 0 0 0

manager-referred counselling for difficult staff 0 0 0 0

more involvement in goal-setting and planning 0 0 0 0

personal counselling for managers 0 0 0 0

As a manager, what type of assistance do you need the most?

~ * Please complete and return this survey today.


Appendix 3: Information sheet for the Manager Assistance Survey

Memo To: All Managers From: Bruce Tulloch, Regional Staff Psychologist NW

Re: Manager Assistance Survey

Date June 2001

People management can be exciting and rewarding. However, at times it can also seem nerve

racking, thankless and lonely. Even the best managers encounter situations which try their

patience and skills to the limit. Sometimes, managers need help. For this reason, the

Department is undertaking a research project to investigate workplace demands experienced

by managers and identify services to assist managers meet those demands.

The Manager Assistance Survey is totally confidential so do not write your name. Demographic

features include gender, duty type (custodial/ non-custodial), division of the department (Eg.

Corrections, P&P, S&I) and salary range. This information is needed to determine if managers'

needs differ across various ranks and locations.

Section 1 'Demands of the job' asks how often you encounter various types of problems in

your people-management role. Not all problems are covered, so please write more in the space

provided. This information will help us develop manager assistance services which meet your

needs. Section 2 'Current resources' asks how often you obtain assistance from various people

in the department. Please indicate how effective this help usually is in the space provided.

Section 3 'Possible services' lists a range of ideas being considered to improve support for

managers. Please write the ideas you like best and any other suggestions in the space provided.

We plan to implement new manager assistance services within the next three months. Feel free

to write to Bruce about the project C/o the Corrective Services Academy or leave a message

on 0411 408791.

Thank you for completing the survey.

Yours sincerely,

Dr Bruce Tulloch


Appendix 4 : Managers' difficulties according to gender and work location

DIFFICULTIES

Factor Item Total % m% fO/o

1. Training inadequate training 85% 300/ 90 85

obtain training 80% 500f 80 85

keep up with technology 80% 400/ 80 70

2. Politics departmental politics 85% 600/ 90 75

difficult boss 65% 200/ 70 56

budget problems 55% 300/ 55 50

3. Pressure work overload 90% 800/

staff shortages 80% 500/

4. Conflict lack of cooperation 85% 400/

difficult employees 85% 400/ 85 80

staff conflict 75% 300/ 70 80

5. Support support by local mgt 75% 300/ 60 65

reactive bandaid mgt .80% 600/

obtain help 70% 200/ 80 65

obtain practical advice 60% 200/ 70 45 * 6. Work role lack clear guidelines 80% 400/

know what expected 75% 300/ 75 75

allowed make decisions 60% 250/ 65 50

7. Coping be assertive 60% 100/ 60 60

control mood 50% 100/ 55 45

feel okay to ask for help 40% 150/ 45 35

8. Clients difficult clients, inmates 45% lOaf 50 45

cor p&p ids

90 90 85

80 80 90

70 80 85

90 80 90

70 35 * 80

65 25 * 50

90 75 75

70 80 90

60 55 70

75 80 70

65 55 60

80 75 75

55 80 * 55

55 80 55

45 60 50

35 50 50

50 50 40

Missing: Version 2 of the questionnaire included additional difficulty items regarding work overload, time

pressure, staffshortages, reactive management and lack of clear guidelines. At the time of this report,

only correctional officers (mostly male) had returned Version 2 questionnaires. Therefore some

sections of the table above are incomplete.

Total %: Total percentage of managers who reported difficulties 'sometimes', 'often' or 'very often '.

*

The next data (Eg. 200f) is the percentage of managers who reported the problem 'often' or greater.

Asterisk indicates that the difference between scores is statistically significant, not attributable to

random variation or chance (p<.05).


Appendix 5 : Managers' current service utilisation according to gender and work location

CURRENT SERVICES

Factor Item Total % mOjo fOlo cor p&p

1. Policies policies, procedures 100% 700f

2. Trusted person know and trust 90% 550f 95 95 90 100

3. Co-workers co-worker at centre 95% 450f 90 95 95 90

4. Supervisor immediate supervisor 90% 500f 90 90 95 95

officer in charge unit 75% 150f 75 75 80 75

5. Region regional/ head office 60% 250f 55 65 45 90 * 6. Training books 55% 200f 50 65 45 45

external training 45% 100f 35 * 70 35 * 60

departmental training 35% 100f 30 45 20 * 55

academy staff, library 20% Oof

7. External associate outside work 30% 100f 35 25 30 20

ids

90

90

90

75

60

70

60

45

40

Policies: In written responses on version 1 of the survey, many managers reported first using policies,

procedures and orders. Responses from version 2 surveys confirmed this result, particularly for

custodial staff.

Missing: Version 2 of the questionnaire included additional current service items regarding departmental

policies, procedures, academy library and staff. Only correctional officers (mostly male) returned

Version 2 questionnaires. Therefore some sections of the table above are incomplete.


*


Asterisk indicates that the difference between scores is statistically significant, not attributable to

random variation or chance (p<. 05).


Appendix 6: Managers' interest in possible services according to gender and work location

POSSIBLE SERVICES

Factor Item Total % m% £0/0 cor p&p

1. Feedback performance feedback 98% 750f 95 100 100 95

network with managers 98% 800f 95 100 100 100

2. Training management training 97% 600f 100 95 95 100

coaching instruction 80% 400f 80 80 80 75

3. Team-work team information-sharing 90% 700f

team building sessions 90% 500f

involved in goal-setting 90% 700f

efficient staff utilisation 80% 700f

4. Resolution conflict resolution 80% 250f 75 85 75 80

mgr-referred counselling 70% 250f 70 70 75 55

5. Self-help books & leaflets 75% 200f 80 70 75 60

directory of mgr assistance 80% 150f 75 90 75 85

6. Consultancy personal counselling 60% 150f 60 65 70 60

telephone consultancy 55% 150f 50 60 55 50

ids

100

90

100

85

90

70

85

80

45

55

Teamwork: In written responses on version 1 of the survey, many managers requested services related to teambuilding, more efficient utilisation of staff, better maintenance of equipment and greater involvement in local decision-making and goal-setting. These items ere included in Version 2 of the questionnaire. Team-work items were requested by 90% of custodial managers, second only to requests for management training and performance feedback.

Missing: Version 2 of the questionnaire included additional current service items regarding departmental policies, procedures, academy library and staff. Only correctional officers (mostly male) returned Version 2 questionnaires. Therefore some sections of the table above are incomplete.


*


Asterisk indicates that the difference between scores is statistically significant, not attributable to random variation or chance (p<.05).


Appendix 7: Managers' needs and services according to salary level.

Factor Question 40-54k 55-64k 65k+ Comments (ranked) n=21 n=37 n=17

DIFFICULTIES % % %

1. Training inadequate training 85 90 80

obtain training 90 80 80

2. Politics departmental politics 75 85 95 * worsen?

difficult boss 75 65 60

budget problems 45 50 65 ~ slight increase

3. Pressure work overload

4. Conflict difficult employees 75 80 100 slight increase

staff conflict 50 80 90 * increased problems

5. Support obtain help 80 70 70

obtain practical advice 70 55 60

6. Work role know what expected 65 80 80

allowed make decisions 70 60 60

7. Coping control mood 50 50 50

feel okay to ask for help 40 30 60 * increased problems

8. Clients difficult clients, inmates 70 35 45 ~ slight decrease

CURRENT SERVICES % % %

1. Policies policies & procedures

2. Trusted know and trust 90 95 80

3. Co-workers co-worker at centre 90 95 95

4. Supervisor immediate supervisor 90 95 90

officer in charge unit 70 80 65

5. Region regional/ head office 25 * 70 65 less relev 1/ ranks?

6. Training books 50 55 55

external training 45 50 35

departmental training 45 35 25 * less avail !1 ranks?

POSSIBLE SERVICES % % %

1. Feedback performance feedback 95 100 95

2. Training management training 95 95 100

3. Team-work information-sharing

4. Resolution conflict resolution services 90 80 65 * less relev !1 ranks?

mgr-referred counselling 70 65 80

5. Self-help books & leaflets 70 70 80

directory of services 75 75 90

6. Consultancy counselling for managers 65 50 80~ slight increase

telephone consultancy 50 50 65


Appendix 8: Demographic details of participants in the MAS survey (Study 1)

division group number (%) males females

correctional centres 34 (45%) 26 8

court escort 3 (4%) 3 0

security & invest 4 (5%) 4 0

#1. corrections 41 (55%) 33 (80%) 8 (20%)

probation & parole #2. p&p 15 (20%) 9 (60%) 6 (40%)

ids staff 4 (5%) 2 2

corrections health 4 (5%) 2 2

administration 9 (12%) 4 5

industries 2 (3%) 0 2

# 3. ids 19 (25%) 8 (42%) 11 (58%)

TOTAL 75 50 25

Survey version II # 4. corr 10 7 3


Appendix 9: Des requirements of management assistance services.

The service must:

+ assist managers to deal with workplace issues locally

+ not take the problem away from local work place

+ help managers utilise their own problem-solving skills

+ not create dependency on experts

+ promote linkages with existing departmental services

+ not be insular or separate

+ provide initial support and counselling

+ provide feedback to senior management about macro-issues

+ be monitored, controlled and accountable

+ obtain feedback and adapt to the needs of the department

Internal External Service Service

./ X

./ X

./ ./

./ X

./ X

./ X

./ ./

./ X

./ X

./ X

Several issues emerged from the focus group regarding the type of assistance work place managers need.

These are summarised above. Internal manager assistance services were thought to have several advantages

over external services. Internal services are more easily monitored, controlled and linked to the work place.

They may also link with performance management systems, training programs and departmental management

more effectively than outside agencies. At the very least, internal referral and monitoring of manager

assistance is desirable.


Appendix 10: Information sheet for Manager Training Survey (MTS).

To:

From:

Re:

Date

Memo All Managers

Bruce Tulloch, Staff Psychologist NW Region

Training Survey for Managers

August 2001

The attached questionnaire is strictly confidential. Your privacy is guaranteed.

Any employee who supervises one or more staff members at work may complete the

questionnaire. The survey applies to all managers below the rank of Governor, including

Deputies, Area Managers, Case Managers, Line managers, Program managers and managers

in Probation & Parole, Industries, Corrections Health, Administration, Courts/ Escort, S&I

and Inmate Development.

A survey in July 2001 found that many managers wish to obtain additional training and

support in their roles. The most frequently requested services included 'training courses on

management skills', 'coaching', 'networking with other managers' and obtaining 'feedback about

performance as a manager'. This questionnaire asks what types of training you want most.

Please write suggestions in the spaces provided. Feel free to write to Bruce Tulloch about

the survey c/o the Department of Corrective Services, North West Regional Office,

Muswellbrook NSW 2333.

Thank you for participating in the survey.

Yours sincerely,

Dr Bruce Tulloch


Appendix 11: Manager Training Survey (MTS) used in Study 2.

Manager Training Survey

o Male o Female o Custodial 0 Non-custodial

Division 0 Corrections 0 P&Parole 0 CourtlEsc 0 S&I o Health 0 Industries 0 Admin 0 IDS IOther ---

Salary 0 $35-49k 0 $50-59k 0 $60-69k 0 $70-84k 0 $85k+ Job title & rank (write) ___________________ _

Section 1: Challenl:es (tick box which applies to you II"')

The main challenges in my job relate to ... Not Slightly Very Extremely

Difficult Difficult Difficult Difficult

people management 0 0 0 0

budget / finance management 0 0 0 0

staff & equipment shortages 0 0 0 0

work overload 0 0 0 0


client/ inmate management 0 0 0 0

other major difficulties?

Section 2: Traininl: issues

What type of training would be most helpful? Not Slightly Very Extremely Useful Useful Useful Useful

management theories & concepts 0 0 0 0

practical management skills & knowhow 0 0 0 0

How long should the training sessions be?

1 to 2 hour briefing sessions 0 0 0 0

half-day training sessions 0 0 0 0

full day training sessions 0 0 0 0

5-day training/ development programs 0 0 0 0

Where should the training sessions be located?

at the Corrective Services Academy 0 0 0 0

at the work place 0 0 0 0

on-the-job coaching/ mentoring & supervision 0 0 0 0

telephone consultancy/ professional advice 0 0 0 0

on-line distance learning (eg. intranet) 0 0 0 0

other suggestions?

... Please continue overleaf ...


Section 3: Trainin~ topics:

As a manager, I would like training in ...

dealing with poor performance in staff

enhancing cooperation among staff

team communication & team-work

dealing with difficult people

managing staff conflict

providing effective leadership

implementing organisational change

developing & communicating vision

listening & communication skills

negotiating/ influencing skills

giving and receiving feedback

time management/ organisational skills

understanding my personal management style

assisting distressed & traumatised employees

dealing with organisational culture & politics

strategic problem-solving skills

personal stress management

coaching & instructing skills

planning & evaluation skills

budget management

delegation skills

OH&S and legal issues

computing & technology skills

dealing with cultural differences

developing a personal career plan

self-directed learning skills

other suggestions?

Il&' * Please complete this survey today

and return it to Dr Bruce Tulloch

Not Important

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Slightly Very Extremely Important Important Important

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

0 0 0

North West Regional Office, PO Box 607 Muswellbrook NSW 2333 !EJ


Appendix 12: Demographic details of participants in the MTS survey (Study 2).

group division no. & % males females

1. corrections correctional centres 42 (52%) 28 (67%) 14 (33%)

court escort 5 (6%) 4 (80%) 1 (20%)

total 47 (58%) 32 (68%) 15 (32%)

2. p&p/ ids probation & parole 9 (11%) 6 (67%) 3 (33%)

inmate development 7 (9%) 3 (43%) 4 (57%)

corrections health 2 (3%) 0 2 (100%)

industries 4 (5%) 4 (100%) 0

total 22 (25%) 13 (60%) 9 (40%)

3. Admin administration 12 (15%) 6 (50%) 6 (50%)

total 81 51 (63%) 30 (37%)

regions

north west 44 (54%)

south west 19 (24%)

metropolitan 18 (22%)

salary groups

$35-49 k 12 (15%)

$50-59 k 34 (42%)

$60-69 k 23 (28%)

$70+k 12 (15%)

total 81


Appendix 13' Managers' challenges and training needs according to work location & gender

CORR P&P ADMN Survey item TOTAL & crt & ids, male female

escort indus, health

(n~81) 47 (58%) 28 (27%) 12 (15%) 51 (63%) 30 (37%)

Challenges % % % % % %

1. Work pressure staff! equip shortages 62% [96] 70 n 50 50 67 53

work overload 35% [86] 30 36 33 39 23

2. Personnel departmental politics 49% [85] 53 36 58 53 43

people management 32% [74] 34 36 17 II 35 27

3. Budget budget! finance 21 % [62] 28 14 8 II 25 13

4. Clients clients! inmates 0 [35] 0 0 0 0 0

Training needs

theories & concepts 56% [94] 53 64 50 57 53

practical skills 82% [98] 79 86 83 78 87

Duration o/session

1-2 hours 21 % [64] 32 n 5 8 20 23

Yz day 41 % [88] 51 45 33 51 40

full day 77% [95] 72 86 75 77 77

5 days 49% [70] 51 41 58 53 43

Training Location

academy 67% [84] 68 64 67 63 73

at workplace 62% [88] 57 59 83 n 54 73

on the job 53%[90] 63 31 II 50 55 50

on-line 27% [62] 27 32 17 33 20

telephone 16% [52] 15 27 o II 14 20

Note: Percentages include subjects who rated survey items as 'very important' or 'extremely important'.

Percentages in square parentheses (Eg. [96%]) in the Total column include subjects who rated items as

'slightly important' as well. These totals correspond closely to managers' problems reported in Study 1

(p.11 ).

Findings: Staff in corrections and court! escort units reported high levels of work pressure (70%) compared

to other locations (50%) and greater interest in short on-the-job briefing sessions (32%) than elsewhere

(5-8%), possibly due to difficulties obtaining off-site longer-term training. Administrative staff reported

having fewer difficulties with staff (17%) than other sections (34-36%). They also reported fewer

problems with finance management (8%) generally (14-28% elsewhere). Admin staff expressed a strong

interest in obtaining workplace training (83 %) and lower-than-average interest in computer on-line (17%)

and telephone consultancy services (0%).


Appendix 14· Managers' challenges and training needs according to sal1!rY level

Issue Survey item TOTAL 35-49k 50-59k 60-69k 70+k

(n=81) 12 (15%) 34 (42%) 23 (28%) 12 (15%)

Challenges % % % % %

1. Work pressure staff/ equip shortages 62% 75 50 56 67

work overload 35% 25 38 34 25 2. Personnel departmental politics 49% 58 47 43 58

people management 32% 33 26 39 35 3. Budget budget! finance 21% 25 23 17 17 4. Clients clients/ inmates 0 0 0 0 0 Training needs

Theories & concepts 56% 67 47 65 50 Practical skills 82% 82 77 91 75

Duration o/session

1-2 hours 21% 8 ~ 23 13 42 n ~day 41% 33 50 52 40 full day 77% 75 70 96 58 5 days 49% 58 38 65 42

Training Location

academy 67% 67 59 78 67 at workplace 62% 42 74 52 67 on-the-job 53% 33 ~ 56 61 50 on-line 27% 33 21 30 33 telephone 16% o ~ 12 18 17

Note: Percentages include subjects who rated survey items as 'very important' or 'extremely important'.

Percentages in square parentheses (Eg. [96%]) in the Total column include subjects who rated items as

'slightly important' as well. These totals correspond closely to managers' problems reported in Study 1

(p.ll).

Findings: Few differences occurred among the various salary groups in perceived work challenges and

training needs-focus. Lower-paid managers tended to request training away from the work place (67%)

and were least interested in on-the-job training (33%) and telephone support (0%). Higher-paid managers

reported higher interest in 1-2 hour briefing sessions (42%) than other groups (8-23%) possibly due to

greater time constraints.


Appendix IS· Training subiects reguested by managers according to work location

Leadership Survey items TOTAL CORR, P&P, ADMN

Template CESU Ind, Ids

n=81 n=47 n=28 n=12

(1) Professionalism

• Integrity % % %

• Flexibility cultural differences 37% 36 41 25

• Continual learning personal management style 42% 36 55 42 self-directed learning 32% 36 23 33 personal career plan 40% 45 32 33

• Resilience personal stress management 37% 36 36 42 (2) Plans for future

• Strategic view communicate vision 37% 40 38 33 planning! evaluation skills 47% 51 50 42

• Action orientation time management, organising 37% 43 32 25

• Thinking skills strategic problem-solving 53% 53 36 83 ~

(3) Leadership/ direction

• Leadership leadership skills 65% 62 68 75

• Team management enhance cooperation 80% 83 82 67 team communication 72% 72 77 75 coaching! instructing 37% 30 41 58 delegation skills 33% 27 36 SO ~

(4)Facilitates cooperation

• Communication listening! communication 55% 62 ~ 46 42 skills

providing feedback 47% 34 ~ 64 67

• Influence skills negotiating! influencing 51% 51 55 42 manage staff conflict 82% 79 82 92

deal difficult people 79% 79 73 92 assist distressed staff 62% 66 54 58

(5) Achieves results

• Results focus implement change 47% 47 61 42 deal with poor performance 75% 75 68 92 ~

• Business acumen budget management 50% 66 ~ 36 25 • Technical competence computer/ technology 49% 47 55 50

(6) External environment

• Political awareness culture/ politics 60% 66 46 58

• Representation


Appendix 16' Training subiects reguested by managers according to gender

Leadership Survey items TOTAL male female Template

n=81 n=51 n=30

(1) Professionalism

• Integrity % %

• Flexibility cultural differences 37% 38 34

• Continual learning personal management style 42% 41 43 self-directed learning 32% 31 33 personal career plan 40% 35 47 ~

• Resilience personal stress management 37% 41 30

(2) Plans for future

• Strategic view communicate vision 37% 33 43 planning! evaluation skills 47% 46 50

• Action orientation time management, organising 37% 39 33

• Thinking skills strategic problem-solving 53% 51 57

(3) Leadership/ direction

• Leadership leadership skills 65% 63 70

• Team management enhance cooperation 80% 82 77 team communication 72% 71 73 coaching! instructing 37% 41 30 delegation skills 33% 31 37


• Communication listen/ communication skills 55% 67 ~ 38 providing feedback 47% 49 43

• Influence skills negotiating! influencing 51% 60 ~ 37 manage staff conflict 82% 86 75 deal difficult people 79% 81 77 assist distressed staff 62% 63 60


• Results focus implement change 47% 47 47 deal with poor performance 75% 74 77

• Business acumen budget management 50% 47 60 • Technical competence computer/ technology 49% 55 40


• Political awareness deal with culture/ politics 60% 63 53 • Representation


Appendix 17' Training subiects reguested by managers according to salmY level

Leadership Survey items TOTAL 35- 50- 60-69k 70+k

Template 49k 59k

n=81 n=12 n=34 n=23 n=12

(1) Professionalism

• Integrity % % % %

• Flexibility cultural differences 37% 42 41 34 17 a • Continual learning personal management style 42% 50 38 49 33

self-directed learning 32% 32 42 38 8 a personal career plan 40% 42 47 56 42

• Resilience personal stress management 37% 50 44 34 8 a

(2) Plans for future

• Strategic view communicate vision 37% 33 35 44 32 planning! evaluation skills 47% 50 47 56 42

• Action orientation time management, organise 37% 58 n 37 26 33

• Thinking skills strategic problem-solving 53% 92 50 44 42

(3)Leadership/ direction

• Leadership leadership skills 65% 75 79 52 42 a • Team management enhance cooperation 80% 83 85 83 58 a

team communication 72% 92 74 74 42 a coaching! instructing 37% 50 35 39 25 delegation skills 33% 50 41 18 a 24 a


• Communication listen/communication skills 55% 67 53 44 67 providing feedback 47% 58 47 44 42

• Influence skills negotiating! influencing 51% 67 59 22 a 67 manage staff conflict 82% 75 85 78 83 deal difficult people 79% 66 82 78 83 assist distressed staff 62% 66 68 56 50


• Results focus implement change 47% 33 47 52 50 deal with poor performance 75% 67 76 83 67

• Business acumen budget management 50% 42 62 44 50 • Technical competence computer/ technology 49% 58 44 48 58


• Political awareness deal with culture/ politics 60% 42 59 65 68


Appendix 18: Links between workplace challenges and training requests.

Work place challenges affected training requests in many ways.

These results are shown below.

MANAGERS' CHALLENGES

Staff shortages ........... >

Work overload ............ >

Politics/ culture ............ >

People problems ............ >

Budget problems ............ >

Clients ........... >

TRAINING TOPICS REQUESTED

Negotiation & Communication skills,

Personal stress management

Dealing with culture & politics

Dealing with difficult people, Delegation

skills, Understand personal management style

Budget management, Enhancing team work,

Team work, Leadership

Nil

Relationship between managers' challenges and preferred training topics

Managers who reported severe work pressure and staff shortages tended to request training in

communication skills, negotiation skills (r= .26, p= 0.02) and personal stress management (r=.22, p=

0.01). Predictably, managers who reported serious problems with departmental politics often requested

training about how to deal with politics and culture (r=.38, p=O.OOl). Managers concerned with

people/ staff problems tended to request training about dealing with difficult people (r=.26, p=O.Ol),

delegating work (r=.25, p=O.Ol) and understanding their personal management style (r=.33, p=O.OOl).

Problems with budget management tended to be associated with requests for budget! finance training

(r=.34, p=O.OOl), enhancing cooperation in teams (r=.21, p=0.04) and giving! receiving work feedback

(r=.28, p=0.008). Few managers reported having severe problems with clients/ inmate management

(34% slightly, 0% very/extremely). Consequently, client-related problems showed no link with

training subject requests.


Appendix 19: Statistical analyses used.

SPSS statistical software was used to analyse the data. Factor analyses were used to identify issues

underlying groups of questionnaire items. For example, 'books, leaflets' and 'directories' combined

as 'self-help' strategies. 'Professional consultancy' and 'counselling services' were seen by subjects

as external supports.

Multiple stepwise regressions were used to investigate links among managers' needs, current service

utilisation and requested services. Multiple regressions and correlations were also used to test for the

effects of gender, salary level, years of employment and custodial/ non-custodial setting on needs and

services. Chi-share analyses were used to compare percentage scores between groups. Multi-variate

analyses of variance were used to test differences between mean (average) scores.


Appendix 21: Interview questions regarding Leadership and Vision.

To you act as a leader in your current position? In what ways? To what extent?

What do you understand leadership to be? What main skills are involved?

Date Division (c/p/a) Custodial/nc Rank

Do you know what the department expects of you as a leader? If yes, what does it expect? What is the department's view of leadership?

If yes, how has the department informed you about its expectations?

Do you develop cooperative partnerships with staff? If yes, to what extent? How?

What limits your opportunity to do develop partnerships?

Do you identify and develop talent in staff? If yes, to what extent? How?

What do you understand by 'corporate vision'? To what extent is vision important or unimportant?

Are you involved in planning or setting goals in your work? If yes, which aspects? To what extent?

How are you involved in strategy and planning? Through what processes?

Do you feel that management is a constant battle or struggle? In what ways? How? To what extent does your job involve reacting to circumstances? Tell me about that.

Do you feel that your work is part of a positive process (or enterprise)? To what extent? How?

Do you feel that your job is worthwhile? What makes it feel that way?


Leadership Questions

o Male 0 Female 0 Custodial 0 Non-custodial o 17-25 yrs 026-35 yrs 0 36-45 yrs 046-55 yrs o 56+yrs Age range

Salary range: 0$41-50,000 0 $51-60,000 0 $61-70,000 0 $71-90,000 0 $91,000+

Section o Corrections 0 P&P o CESU o S&I o Other ----

Note: The questions below ask how important various aspects of leadership are to you. In practice, some aspects of leadership are more important than others. So, please treat each statement separately. Answer according to your experience in your current job.

For me, leadership involves ... Slightly Moderately Very Extremely Important Important Important Important

maintaining integrity and ethics 0 0 0 0

a commitment to continual learning 0 0 0 0

being flexible, open-minded and adaptable 0 0 0 0

being resilient, able to cope with stress 0 0 0 0

being dedicated, loyal and unselfish 0 0 0 0

making plans and staying on-track 0 0 0 0

understanding the corporate vision 0 0 0 0

understanding what leadership is 0 0 0 0

being action-focussed and effective 0 0 0 0

using critical thinking skills 0 0 0 0

providing leadership & direction to staff 0 0 0 0

focussing on organisational goals 0 0 0 0

communicating vision 0 0 0 0

identifying and developing talent in staff 0 0 0 0

promoting leadership skills in other staff 0 0 0 0

coaching, instructing & delegating to staff 0 0 0 0

facilitating cooperation in teams 0 0 0 0

having good communication & influencing skills 0 0 0 0

developing cooperative partnerships with staff 0 0 0 0

managing conflict 0 0 0 0

reacting to negative circumstances at work 0 0 0 0

achieving results 0 0 0 0

managing staff performance 0 0 0 0

being technically competent 0 0 0 0

having business acumen 0 0 0 0

being politically astute 0 0 0 0

representing the department effectively 0 0 0 0

Thanks fOr your help


Managers' views of leadership and training requests

100

80

60

40

20

o Profess Plan Lead Co-op Results Repr

• Manager 1

• Manager 2 • MTS Training requests

Managers' views ofleadership compared to results from the Manager Training Survey.

Several managers were interviewed using the attached questionnaire. Some preliminary results are

shown above. Manager 1 was taken as an example of an ethical competent manager (as rated by his

superior and peers). Manager 2 operated at a similar level and work setting but far less effectively.

Though not direct, a relationship was found between their views of leadership and the MTS

(averaged) results, particularly for the less-effective manager.


Appendix 21: Draft Manager Assistance Services brochure

Manager Assistance Service

Telephone consultancy & advice

'2J' 1300 363 202 J

Management Development Program

Corrective Services Academy

----

~ 98045444

Des Manager Assistance Services

New South Wales

Department of Corrective Services

Manager Assistance Services

Helping managers, Helping staff

DRAFT

!1)d§ Riml Report April 2002

!7]d§ Manager Assistance Services

The Department of Corrective Services provides a range of services to assist managers. These include:

• Private assessment of management skills

• Management skills training courses

• Informative self-help books and leaflets

• Work place coaching instruction

• Assistance with support networks

• Assistance with team-building

• Assistance resolving staff disputes

• Manager-referred counselling for staff with agreed feedback to managers

• On-the-spot telephone consultancy

• Personal counselling for managers

Assessment and training

Consultants can help you identify your management

potentials and training-needs. The Management

Development Program and Development Centre offer

unique opportunities to enhance your skills.

Manager Assistance Services DRAFT Version 3 - July 2001 -64-

Networking and coaching

Services are available to help you find a trusted

coach or mentor in the work place.

Self-help materials

The Academy has a wide range of books, leaflets and

tapes on nearly every aspect of management.

Team-building

Assistance is available to help managers improve

cooperation and team-work among staff.

Dispute resolution

Facilitators are available to help managers identify

and resolve staff conflicts at an early stage.

Counselling for difficult employees

Manager-referred counselling provides feedback to

managers about employees' involvement in counselling

for work problems (with the employee's approval).

Consultancy and counselling

Personal and relationship counselling is available to

managers through the Employee Assistance Program

(-a-1300 363 202). Consultancy advice is also available

to help with difficult work situations. Both services

are confidential and free of charge.

Manager Assistance Services DRAFT Version 3.- July 2001

References

Cotton, P. (2001). Work stress: An organisational health perspective. Occupational Health

and Safety Update, July, 2001. CCH Publications.

Robbins, S. P., Bergman, R., Stagg, 1.& Coulter, M. (2000). Management. Prentice Hall,

Australia.

Vecchio, R. P., Hearn, G.& Southey, G. (1992). Organisational Behaviour: Life at Work in

Australia. Harcourt Brace Jovanovich, Publishers. Sydney.

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