Youth Justice Custodial Services
Operational Workforce Capability Framework
July 2011
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CONTENTS
Executive Summary ................................................................................................................................................ 2
The YJCS Capability Framework .......................................................................................................................... 3
YJCS Career Pathways ......................................................................................................................................... 4
Recommendations .............................................................................................................................................. 4
Introduction ............................................................................................................................................................ 5
Background and Context .................................................................................................................................... 5
Definition of Capability ....................................................................................................................................... 7
Key Project Deliverables ..................................................................................................................................... 7
Methodology ...................................................................................................................................................... 8
The YJCS Capability Framework ............................................................................................................................ 11
The Proposed Job Classifications ...................................................................................................................... 11
Overview of the Capability Framework ............................................................................................................ 12
The Core Capabilities and, Values & Attributes ................................................................................................ 14
Behavioural Descriptors of the Core Capabilities ............................................................................................. 16
Functional / Technical Themes ......................................................................................................................... 20
Leadership Capabilities ..................................................................................................................................... 25
YJCS Career Pathways ....................................................................................................................................... 29
Recommendations for Implementation ............................................................................................................... 30
Communication ................................................................................................................................................ 30
Recruitment & Selection ................................................................................................................................... 32
Training Modules & Provider Selection ............................................................................................................ 35
Performance Management............................................................................................................................... 38
Summary & Conclusion......................................................................................................................................... 42
Appendix A............................................................................................................................................................ 43
Appendix B ............................................................................................................................................................ 44
Key Stakeholders & Contributors ......................................................................................................................... 48
References & BIbliography ................................................................................................................................... 49
This report has been prepared by the FBG Group, authors: Simon Brown-Greaves, Carly Newman, Susan Crawford & Diya Dey
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EXECUTIVE SUMMARY
In March 2011 FBG Group (formerly the National Leadership Institute) was commissioned by Youth
Justice Custodial Services (YJCS) to research, design and develop a Workforce Development
Framework (later called the Operational Workforce Capability Framework or the Framework). The
Framework helps to lay the foundations for the improved service provision and organisational
functioning found to be warranted in the two recent reviews of Youth Justice Custodial Services.
These reviews, the Comrie Review and the Ombudsman’s Report, were both delivered in 2010 and
each made a series of recommendations regarding the day-to-day and strategic operations of the
Youth Justice Centres which operate across two Precincts; Malmsbury and Parkville.
This significant initiative was identified as pivotal for establishing a more sophisticated service
focused on workforce wellness and capable of providing a positive, secure and rehabilitative
environment that best serves client needs. The Framework describes the fundamental capabilities
required of all YJCS Practitioners, and describes various opportunities for staff to grow into specialist
and leadership roles that align with their individual skills and interests, whilst also providing the
breadth of capability required for organisational success. Success in the YJCS context is defined in
terms of being able to develop a functional balance between the need for client security and
rehabilitation.
Crucial to this project was to acknowledge the broader context in which the YJCS operates, which is
the Department of Human Services (DHS), the VPS and non-VPS staff that make up the YJCS
workforce. As a result of a directive from the Executive, this project focused upon the capabilities
required of operational staff only. As such this report should be applied to this portion of the
workforce. Together this report has considered the broader strategic vision to operate within ‘one
DHS’ as well as a pragmatic understanding that in order to support organisational success YJCS needs
a customised Framework.
This report outlines the YJCS Operational Workforce Capability Framework in detail. The Framework
is the product of a comprehensive review and research project that analysed the day-to-day
experience of Youth Justice Practitioners at all levels of the organisation. In addition, best practice
literature was reviewed to provide guidance in relation to the aspirations of YJCS to further develop
and enhance a highly skilled and capable workforce that can remain responsive to the changing
needs and expectations of the community, the clients and their families, the government of the day
and other key stakeholders. The development of the Framework was also informed by the Project
Steering Committee which was established to further inform the direction and evolution of the
Capability Framework.
There has been also been significant amount of collaboration and effort that has gone toward
developing the Framework and must be acknowledged. Generous thanks must go to the Steering
Committee, YJCS and DHS HR staff, and members of YJCS Taskforce, as well as generous and
thoughtful contribution from YJCS staff at all levels. Without their honesty, insight and vision, a
meaningful YJCS Framework would not have been possible.
What follows is an overview of the YJCS Operational Workforce Capability Framework and the YJCS
Career Pathways that emerge from this project.
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THE YJCS CAPABILITY FRAMEWORK
The capabilities identified for each Job Level are specified within the Framework and then further
explored and explained in the report. The following diagram represents the high level components
of the Framework:
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YJCS CAREER PATHWAYS
The report has also specified the YJCS Career Pathways by articulating the capabilities required at
each level of the organisation. These are summarised in the following diagram:
Job
Le
vel
Co
re C
apab
iliti
es
&
Att
rib
ute
s
Pathway Capabilities Leadership Capabilities
Clie
nt
Inte
ract
ion
s
Secu
rity
Op
era
tio
ns
Pro
gram
s &
Act
ivit
ies
Ad
min
istr
ativ
e
Man
age
me
nt
Pe
op
le
Man
age
me
nt
Stra
tegi
c
Man
age
me
nt
Applicants
Youth Justice Practitioner
Lead Youth Justice Practitioner
Youth Justice Supervisor
Youth Justice Manager
Youth Justice Senior Manager
Capabilities that are a point of focus at the job level
Capabilities that need to be developed at the job level
The emphasis across successive developmental levels builds from the base of a set of Core
Capabilities, which commence with an individual, day-to-day functioning focus but moves towards a
broader strategic and stakeholder focus. The shift in seniority also has dramatic ramifications for
leadership capability which will also move from day-to-day operations, through leading and
managing others towards more strategic leadership concerns.
RECOMMENDATIONS
In addition to specifying the Key Capabilities for each level of the YJCS Framework and key transition
points, we have identified a range of opportunities and issues that will need to be considered when
it comes to implementation. These issues have been grouped into the following four categories:
Communication of the Framework
Recruitment and Selection
Training and Development
Performance Management.
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INTRODUCTION
In March 2011, FBG Group (formerly National Leadership Institute) was commissioned to research,
design and develop a Workforce Development Framework (later called the Operational Workforce
Capability Framework or the Framework). The project was initiated in order to implement the
recommendations of 2 important recent reviews (the Comrie Review and the Ombudsman’s Report).
The development of the Framework was seen as a priority because it would form the foundational
piece of work, which will inform a range of improved services and functionality across the YJCS. This
report describes the approach taken and details the resultant Operational Workforce Capability
Framework Considerations for implementation then provide a frame of reference for a range of
recommendations for the successful implementation of the Framework.
It is critical to acknowledge the broader context in which the YJCS operates which is the Department
of Human Services (DHS), the VPS and non-VPS staff that make up the YJCS workforce. Due to the
unique environment that is the youth custodial service, this Framework has been designed
specifically for the operational staff and does not cover the capabilities that may be required in non-
operational staff such as those who work in Business Development, the Quality, Innovation &
Advisory Unit, Custodial Client Services, etc.
BACKGROUND AND CONTEXT
The Department of Human Services, through the Service Delivery and Performance Division is
responsible for the delivery of Youth Justice Custodial Services in Victoria. This consists of the
management of two custodial Services Precincts: Malmsbury Youth Justice Precinct and Parkville
Youth Justice Precinct. Each of these precincts performs different functions:
Malmsbury Youth Justice Precinct is located approximately 100 kilometres north of Melbourne and
accommodates young men aged 18-21 years sentenced to a Senior Youth Training Centre Order by
the Adult Courts in Victoria with up to 90 clients in a mixture of low and high security residential
units.
Parkville Youth Justice Precinct comprises two custodial centres and is located in the inner Northern
Melbourne suburb of Parkville, approximately 5 kilometres from the central business district.
Parkville Youth Justice Precinct accommodates:
10-14 year old males – remanded and sentenced by a Victorian Court
15-18 year old young men who have been sentenced or remanded by a Victorian Courts
10-17 year old females – remanded and sentenced by a Victorian Court, and
18-21 year old women sentenced to a senior Youth Training Centre Order.
The vision statement of Youth Justice Custodial Services is "To engage young people in change".
Youth Justice Custodial Services aims to engage young people in change by addressing their
offending behaviour and equipping them with the skills required for positive community
participation, within a safe and secure environment. The Youth Justice Custodial Services Outputs
are:
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Manage operational performance and implement quality improvement strategies across the Youth Justice Centres.
Deliver effective rehabilitative services and offence-specific programs in collaboration with internal and external partners to young people within the Youth Justice Centres.
Youth Justice Custodial Services Outcomes are:
Safe and secure youth justice custodial facilities for clients and staff.
Young people are rehabilitated with reduced likelihood of further offending.
Factors associated with offending are addressed through evidence-based programs.
Complex clients are provided with integrated and well-coordinated services that meet their individual needs.
In recent years, YJCS has been the subject of several reviews that have been critical of a number of
aspects of the operation within these two precincts. In particular two key documents that are
shaping the current practice for YJCS:
The Comrie Review, undertaken following the escape of six young men from Melbourne Youth Justice Centre on 19 May 2010, which led to the previous Government announcing $16.6 million funding to tighten security, including constructing a single entry point to the Precinct, additional security measures and staff development and training; and
The Ombudsman’s report of 6 October 2010, arising from an investigation under the Whistleblowers Protection Act 2001 into conditions at the Parkville Youth Justice Precinct.
YJCS has set up a Taskforce to progress the implementation of the recommendations of these
reviews. Together each of these initiatives have meant that the management and operation of the
YJCS Precincts has been heavily scrutinised and reviewed and there is a vigorous impetus and focus
within the organisation to ‘do business better’. The development of an Operational Workforce
Capability Framework forms a key foundational element of this aspiration.
It is recognised that in order to achieve significant
improvements in the day to day functioning of
the Youth Justice Custodial Precincts, there must
be a shift in workplace culture, together with the
systems and strategies that support YJCS in
fulfilling their vision. The development of the
Operational Workforce Capability Framework is
viewed as a foundational building block to
support these necessary changes.
In summary, YJCS is seeking to move towards
strategic alignment between its two main
elements: a dual focus on Safety and Security and
Rehabilitation and Welfare. It is clear that this
Framework will be a key factor in building a
learning and developmental culture within YJCS.
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The Operational Workforce Capability Framework will have obvious ramifications for job
descriptions and clear role delineations, progression points and career pathways but will also have
implications for all aspects of YJCS management and operations, including the recruitment and
selection of new YJCS staff, the development, promotion and performance management of existing
staff and the training of all levels of staff. It is the intention of this report to touch on key
considerations relating to each of these aspects of functioning at YJCS.
DEFINITION OF CAPABILITY
For the purpose of this report and due to the interchangeable use of the terms ‘capability’ and
‘competency’ in the literature and DHS RFQ, we have determined a need to clarify our definitions.
Furthermore, at the request of the YJCS General Manager, we have used a single term of ‘capability’
to describe the various skills and knowledge required of YJCS Practitioners. Consequently we have
applied the following definition:
Capability – “…the ability to do, coupled with an inference of being able to become more able”
(Alman, 2011). This definition has been chosen because it describes an equal need to demonstrate a
certain level of ability, as well as show potential to improve on that ability. Many other definitions of
capability tend to represent only one element of this two-part definition.
Competency – “…a behaviour that an individual demonstrates when undertaking job-relevant tasks
effectively within a given organisational context” (Alman, 2011). This definition describes the
achievement of a capability to a set standard and may be considered a pragmatic marker.
Consequently use of the term capability is more appropriate for the Operational Workforce
Capability Framework. Capability reflects the dynamic nature of development and provides a means
for explaining how potential can be identified, nurtured and improved. Whereas a competency is
more tangible – it is there or it is not – and does not provide the variation that is necessary for
developing a Framework which outlines differential performance needs across organisation levels.
KEY PROJECT DELIVERABLES
The key deliverables of the project are as follows:
1. Research, design and delivery of the Workforce Development Framework (the “Framework”) for YJCS staff, which identifies the following for Precinct management and youth justice staff:
a. The competencies, technical skills and knowledge essential for carrying out the tasks and activities of the YJCS workforce
b. The capabilities, behaviours and personal attributes required by staff to deliver quality client focussed services
2. Included in the Framework, define a Capabilities List for all levels of YJCS staff (not including administration and support staff). Note: This is a modified deliverable from the original RFQ and is in response to a direct request from the YJCS Director and Steering Committee members. We were asked to deliver a Framework and Capabilities List that best described the role of YJCS Practitioners at different levels and did not need to map onto current
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classification levels. The request was intended to resist any conceptual or actual restriction that may have result from the current classification levels.
3. Outline the opportunities for progression of staff through different levels of leadership and management responsibility.
4. Provide recommendations for implementation of the Framework for key organisational functions including Recruitment, Training, Performance Management and Communication to staff.
These deliverables were discussed and agreed upon at the first Steering Committee meeting and
discussed throughout the course of the project.
METHODOLOGY
To complete the project we adopted a partnership model with YJCS to clearly identify the skills and
capabilities required of all YJCS staff, as well as the specific attributes and behavioural competence
needed for effective performance across role levels. To achieve this, our approach took place over 5
stages, as summarised here:
STEP 1: REVIEW OF INFORMATION
Using desktop analysis, we thoroughly reviewed a range of relevant documents provided by key YJCS
staff throughout the project. A full list of the documents included in the review are provided in
Appendix A. During the course of the review, it became necessary to include additional documents
and conduct research outside of the DHS and YJCS context.
STEP 2: DRAFT CAPABILITY LIST
Based on the desktop analysis, a draft capability list was developed to be used as a guide for
discussion during Step 3.
STEP 3: CONFIRMATORY ANALYSIS
To explore the actualities of roles and needs of YJCS staff a series of focus groups and one-on-one
interviews with key stakeholders was conducted. The series schedule is outlined below:
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Operational Workforce Capability Framework - Focus Group & Interview Schedule
Focus Group Schedule
Date Time Facilitator Participants
Wednesday 18th May
9-11am Simon Brown-Greaves Unit Coordinators Unit Supervisors YJ Practitioners
Wednesday 25th May
9-11am Susan Crawford Unit Coordinators Unit Supervisors YJ Practitioners
Interview Schedule
Date Time Facilitator Participants
Wednesday 18th May
11.30-12.30pm Simon Brown-Greaves Trudy O'Connor, Ops Manager
1-2pm Simon Brown-Greaves James McCann, General Manager, Melb YJC
Friday 20th May 9-10am Simon Brown-Greaves Ray Birkin, Ops Manager
10-11am Simon Brown-Greaves Ian Curwood, General Manager, Malmsbury
During the focus groups staff were invited to describe their experiences and ideas of the YJCS roles.
Development pathways were explored as were training opportunities. This series of analysis acted as
a litmus test for the draft competencies and informed important changes the capability lists.
STEP 4: DESIGN OF THE FRAMEWORK
Following the Focus Group sessions and interviews, the draft capability list and career progression
streams were reviewed with the Steering Committee. Three additional interviews took place to
further tailor the Framework, taking into consideration the subject matter expertise of Taskforce
members and specific YJCS senior staff, outlined below:
Additional Interviews Schedule
Date Time Facilitator Participants
Friday 3rd
June 10.30-11.30am Diya Dey Karyn Myers, Compliance -Taskforce Youth Justice Custodial Services
Monday 6th
June
11-12pm Diya Dey Alicia Zineder, Manager; Robyn Babbel, Senior Policy Advisor; & Bridgette Liistro Project Officer – all from Quality, Innovation & Advisory Unit
Thursday 9th
June
10-11am Diya Dey, Susan Crawford
Shirley Freeman, Custodial Client Services Manager Youth Justice Custodial Services
As a result of the additional interviews, additional documentation was reviewed and included as a reference
against which the Framework was designed.
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STEP 5: RECOMMENDATIONS FOR IMPLEMENTATION
The final version of the Capability Framework was then consolidated into a summary report with
recommendations and considerations for implementation. This is a critical step in the process, as it
can inform the integration of the new Framework into the YJCS context. As a final step in the
process, this report will be debriefed with the Steering Committee to help ensure through
understanding and assist in the prioritisation of next steps for action.
RELEVANT EXPERIENCE & KEY PROJECT PARTNERS
In addition to our methodology described here, it is important to also acknowledge the many
resources from which we have drawn upon to complete this project, particularly because some of
our recommendations draw upon these experiences. Most recently we have been very fortunate to
have a senior member of our team facilitate two waves of the 2011 YJCS Staff Beginning Practice
(Orientation) Program which has provided invaluable insight into the culture and operations of YJCS.
In addition, our team have combined and highly relevant experience in the justice sector, Victorian
government context and education sector; complimentary to our professional qualifications.
We would also like to acknowledge the significant guidance and input of the YJCS staff who
participated in our focus groups and interviews and the collective experience and input of the
project Steering Committee comprising Ian Lanyon, Brian Joyce and Doug Galbraith with excellent
project support from Lisa Hailes.
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THE YJCS CAPABILITY FRAMEWORK
The YJCS Capability Framework has been developed to provide a roadmap to guide the professional
development of a Youth Justice Practitioner (YJP) and support the strategic objectives of the
organisation. The Framework begins by articulating the core capability areas and attributes and
values required for a YJP at any level. It then describes distinct career themes that staff can
specialise in for richer role experience or increased technical expertise. The Framework then outlines
the growing depth of leadership capability required for YJP as they move toward roles with
increasing accountability.
It is important to note that part of our brief stated the Capability Framework not be influenced by
existing organisational and role structures and so, when we were researching the capabilities, we
were encouraged to focus on what the each level of the workforce did rather than what they were
called. As a result, we begin our description of the Framework with an overview of the levels that we
think best suit the YJCS context and workforce needs.
THE PROPOSED JOB CLASSIFICATIONS
During this project, the consultations undertaken revealed an imbalance between the increments of
capability and responsibility at each of the current job levels and in particular there was a large gap
between the existing Level 2 and Level 3 staff roles and responsibilities. Level 2 staff largely oversee
daily operations whilst Level 3 staff are accountable for two level of staff performance and plus
ultimate accountability for daily operations, case management and compliance.
As a part of our recommendations, we would suggest revisiting these classifications to develop a
more equitable distribution of roles and responsibilities across the different job levels. At present,
the accountabilities are unevenly distributed and are unsustainable for balanced organisational
effectiveness. For example: Level 3’s were observed to have too much accountability which was
preventing them from managing their workload effectively (and has a flow-on effect on the rest of
the staff, including a disincentive to move to that level). Whilst outside the scope of this project we
have defined alternate progression levels to better represent the roles and responsibilities of the
YJCS workforce. This has also been developed to avoid confusion and overlap with the existing job
levels, for the purpose of this report.
Classification Description
Applicants YJCS applicants at all levels
Youth Justice Practitioner Entry level staff ‘on the floor’ (casual and permanent)
Lead Youth Justice Practitioner
Staff managing and overseeing the running of the floor, including performance management; and senior Youth Justice staff without formal management accountabilities (coaching, mentoring etc)
Youth Justice Supervisor Staff in a supervisory capacity (overseeing client interaction, security operations or programs and activity management) – responsible for operational and performance management
Youth Justice Manager Staff in an overseeing the function of the entire unit or centre
Youth Justice Senior Manager Senior staff overseeing a distinct function or division of the organisation
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OVERVIEW OF THE CAPABILITY FRAMEWORK
The YJCS Capability Framework has been outlined in the diagram on the next page. The Framework
classifies the following capability areas as:
Core Capabilities
Functional Themes
Specialist Themes
Leadership Capabilities.
The Framework on the following page maps the proposed growth and development of capabilities.
From the more fundamental core capabilities, values and attributes (represented in the red box), a
YJP starts developing functional knowledge across all the areas outlined (represented in the blue
box) through exposure and experience, thus building a requisite level of Capability among all staff for
each of these functional areas. The next step for staff would be to choose an area of specialization
that they would like to focus their attention on and take accountability for (represented as yellow
boxes). Alongside the development of functional and specialist skills, staff are also required to
develop leadership skills which increase in emphasis as YJPs progress to more senior levels. At the
specialist level staff would not only be required to have specialist technical skills and knowledge but
have the capacity to monitor and develop these skills in others reporting into them. Further details
on the potential developmental pathways available to staff are covered in the Career Pathways
section of the report.
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LEADERSHIP CAPABILITIES
CLI
EN
T
INT
ER
AC
TIO
N
SEC
UR
ITY
OP
ER
AT
ION
S
PR
OG
RA
MS
&
AC
TIV
ITIE
S
CO
RE
CA
PA
BIL
ITIE
S
CO
RE
AT
TR
IBU
TE
S &
VA
LUE
S
CLI
EN
T
INT
ER
AC
TIO
N
SEC
UR
ITY
OP
ER
AT
ION
S
PR
OG
RA
MS
&
AC
TIV
ITIE
S
CO
RE
FUN
CT
ION
AL
TH
EM
ES
SPE
CIA
LIST
TH
EM
ES
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THE CORE CAPABILITIES AND, VALUES & ATTRIBUTES
THE CORE CAPABILITIES
In any given role, there are capabilities that individuals bring to the role
and there are technical capabilities that individuals develop on the job.
The core capabilities defined in this section consist of the fundamental
capabilities which are difficult to learn on the job. These capabilities form
the building blocks on which the technical capabilities are developed and
are considered compulsory for every Youth Justice Practitioner.
The concept of establishing core capabilities to underpin successful performance is not new.
Organisations often develop a set of capabilities that are critical towards ensuring their success.
More often than not, these capabilities are highly specific to the organisation’s needs in a given
point in time. That said, organisations today are increasingly becoming more dynamic and need to
have the flexibility to adapt quickly to changing environmental needs. YJCS is in a similar position and
have recognised a need to shift and flex its approach with changes in management structure,
government, client demographics, public opinions and concerns and so on. In order to be more agile
and flexible, modern organisations are adopting capabilities which tap into the fundamental capacity
for people to ‘learn to learn’. There is evidence to show that developing such capabilities is a more
sustainable approach to enhancing organisational performance (Collis, 1994).
The consultations we have had during this project have supported this approach to having a set of
core capabilities that pave the way for higher order (i.e. functional and/or leadership) capabilities to
be developed. Consequently the capability Framework ‘builds’ from a foundation of core
capabilities, then describes functional/technical themes that staff can build greater capability in,
plus the leadership capabilities that would be expected from management and senior staff.
We recommend the following core capability areas:
Awareness of Self and Others
Communication
Written
Oral
Safety Focus
Risk Management
Compliance
Security Awareness
Learning Orientation
Learning & Researching
Problem Solving & Analysis
Decision Making & Initiative
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Professionalism (Ethics & Integrity)
Flexibility & Adaptability
Resilience
Fitness for Work
Emotional Fitness
Physical Fitness
THE CORE VALUES AND ATTRIBUTES
It is well established that our values underpin our behaviour in different circumstances. Research
suggests that our values form a Framework which determines how we work and respond to
unfamiliar situations (Hagstrom & Gamberale, 2005). The more aligned our values and beliefs are to
the organisational values and principles, the better it is. A good match between personal and
organisational values can improve job satisfaction, enhance intrinsic motivation to achieve goals,
mitigate emotional exhaustion and eventually contribute positively towards the culture of the
organisation (Vansteenkiste, et. al., 2007).
In an environment like YJCS, having an appropriate values fit is essential. Unlike technical
capabilities, which can be developed on the job, the values that regulate behaviour are fairly
consistent and are difficult to shift through training.
Acknowledging the YJCS priority to operate a safe, client centric system, we recommend the
following core values and attributes as fundamental elements that people bring into the role:
Motivation to work with young people
Optimalism (i.e. being able to see the upside to things within realistic parameters)
Team Orientation (i.e the desire to work with and as part of a team)
Respectfulness (in all interactions and behaviours)
Suspending judgment (in decision making and interactions with people from varied backgrounds)
Appreciation of Organisational Constraints (i.e. recognising and respecting the need for security and safety).
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BEHAVIOURAL DESCRIPTORS OF THE CORE CAPABILITIES
This section defines what each of the core capabilities look like in action, i.e. the behaviours that sit
behind each capability. Sometimes, it is also helpful to understand what behaviours should not be
demonstrated in order to be “living” a particular capability. Examples of what the Core Capabilities
are not are included in Appendix B. However, it is important to use those examples of negative
behaviours only from a performance assessment perspective (either during recruitment or while
providing regular feedback on performance).
AWARENESS OF SELF AND OTHERS
Actively listens to all people, at all levels
Consults other
Demonstrates an interest in, and understanding of others
Understands team dynamics and can adapt to different roles within a team
Relates to people at all levels
Builds rapport with others
Manages disagreements and conflict with tact and diplomacy
Demonstrates an awareness of the impact of their values, motivations & emotions
Utilises proactive strategies to regulate emotional responses
Acknowledges own strengths, weaknesses, needs and drives
Demonstrates confidence based on a realistic appraisal of their strengths
COMMUNICATION
Oral Communication
Speaks clearly and fluently (using respectful language)
Expresses opinions, information and key points of an argument clearly
Portrays credibility & confidence
Adjusts communication style in response to the audience and their feedback
Written Communication
Follows written instructions
Avoids the unnecessary use of jargon or complicated language
Writes in a structured, logical way
Structures information to meet the needs and understanding of the intended audience
Writes clearly, fluently and to the point
Uses correct spelling and grammar
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SAFETY FOCUS
Risk Management
Scans the environment to identify potential risks
Analyses potential risks to gauge level and severity of risk
Understands when to escalate information about risks
Proactively identifies strategies to manage the risk
Recognises the need to communicate risks
Compliance
Appropriately follows instructions from others
Follows procedures and policies
Keeps to schedules and deadlines
Demonstrates punctuality
Complies with legal obligations and safety requirements of the role
Security Awareness
Manages sensitive information appropriately
Demonstrates commitment for security protocols
Identifies objects/ persons/environments that could compromise security
Understands consequences of security breaches
Maintains a heightened awareness of surroundings
LEARNING ORIENTATION
Learning & Researching
Rapidly commits new information to memory
Gathers comprehensive information to support decision making
Demonstrates a rapid understanding of newly presented information
Adopts a continuous learning approach (i.e. learns from successes and failures and seeks feedback)
Problem Solving & Analysis
Produces a range of solutions to problems
Considers different stakeholders/ points of influence in determining and solving problems
Produces workable solutions that meet the demands of the situation
Considers the practical issues related to implementing different solutions
Looks for causes of problems as well as identifying problems themselves
Breaks information into component parts, patterns and relationships
Probes for further information and readily asks questions
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Decision Making & Initiative
Shows initiative and works under own direction when required
Makes decisions under pressure
Takes responsibility for own decisions and actions
Considers many alternatives prior to making a decision (where appropriate)
Makes rational judgments from the available information
Initiates appropriate actions
PROFESSIONALISM (ETHICS & INTEGRITY)
Upholds ethics and values
Demonstrates integrity
Accepts ownership and accountability
Provides a positive role model for clients
Demonstrates acceptance of diverse views, values, ethnicity and backgrounds (in both colleagues & clients)
Considers professional boundaries in interactions with clients and stakeholders
Has the clients’ best interests at heart
Empathises appropriately with clients
FLEXIBILITY AND ADAPTABILITY
Adapts to changing circumstances
Is open to new ideas and change initiatives
Adapts interpersonal style to suit different people and different situations
Deals with ambiguity, making positive use of the opportunities it presents
Adjusts schedules and timelines to accomplish goals and objectives in response to change
RESILIENCE
Works productively in a high pressure environment
Keeps emotions under control during difficult situations
Balances the demands of work life and personal life
Maintains a positive outlook at work
Handles criticism well and learns from it
Bounces back from setbacks and challenges
Responds appropriately in challenging situations
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FITNESS FOR WORK
Emotional Fitness Descriptors
Emotional stability
Temperedness
Psychological preparedness for YJCS environment
Physical Fitness Descriptors
Endurance
Speed
Agility
Strength
Flexibility
BMI / Body Fat Percentage
The levels or standards will vary depending on the role requirements.
It is important to acknowledge that both YJCS and any applicant or employee have a shared duty of
care to maintain and support fitness for work. This means that staff must demonstrate a suitable
level of fitness upon entering the workforce and undertake appropriate measure to ensure it is
maintained to perform their duties. In turn the organisation must provide adequate information,
parameters and support for staff to help them maintain or improve their emotional and physical
fitness.
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FUNCTIONAL / TECHNICAL THEMES
It is anticipated that if the core capabilities are satisfied, particularly when new staff are being
recruited, then the functional or technical capabilities that are required for day to day work on the
YJCS floor can be developed, on-the-job. These functional capabilities are covered in the Standard
Operating Procedures in a fair amount of detail and many of them are briefly touched upon during
the Beginning Practice Training. However, from our observations and discussions, the brief training
received during induction may not be sufficient to develop and embed the critical technical skills and
knowledge required on the job. These capabilities need to be further developed through supervision
and mentoring on the job and as a part of ongoing professional development training. Some of our
recommendations in this regard are captured in the latter half of this report.
The discussions with stakeholders also allowed us to break down the technical capabilities into
different themes based on their areas of emphasis:
Client Interaction Capabilities
Security Operations Management Capabilities
Programs Management Capabilities
The next few sections further elaborate on the different areas that need to be developed through
with regards to each of the functional themes. These functional themes also capture the balance the
YJCS seeks to establish in terms of client rehabilitation and security across the YJCS centres.
CLIENT INTERACTION CAPABILITIES
The client interaction capabilities are, as the name suggests, capabilities that staff on the floor need
to have in order to maximise positive interactions with clients on a day-to-day basis. These include
both skills and knowledge areas that need to be developed.
Knowledge and awareness of:
The principles of behaviour change
Requisite knowledge of relevant aspects of psychology and criminology
Knowledge of relevant mental health and drug and alcohol issues
The principles of adolescent behaviour
Differences in offender profiles and their relevant backgrounds
Legislative requirements outlined by the Children, Youth and Families Act 2005
The key service delivery principles of Diversion and Rehabilitation (the Dual Track system)
Requisite concepts around court visits, bail, remand, sentencing, remissions, and parole
Types of custodial sentencing
Court etiquette
Incident management
Crisis interventions
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Skills and abilities required to:
Encourage positive behaviours among clients
Role model positive behaviours in interactions with clients and other staff
Develop consistent client communication skills (active listening, observing body language, and using positive verbal communications)
Develop proactive techniques for responding to young people’s behaviour
Challenge and redirect clients’ offending behaviours
Assist clients in managing anger
Provide support and supervision for court visits and transfers (before, during and after)
Represent the integrity of YJCS during external visits to courts and other departmental agencies
Client case assessment and planning
Case management implementation and review
Planning and preparing clients for release
Liaising with nominated stakeholders
Reporting and documenting as required by role
LEVEL OF CAPABILITY REQUIRED
Depending on the level at which staff are operating, they will need to develop capabilities that are
aligned to their position and responsibilities at that level.
Classification Capability Level
YJCS Practitioner Demonstrate a sound awareness and working knowledge of the different areas
of knowledge and skill
Be able to develop a client’s case and manage its implementation
Provide support to clients with information that is relevant to their case
Reflect on practice and be able to identify and target areas for development (and seek assistance where applicable)
Perform crisis interventions and manage incidents
Lead YJCS Practitioner
Role model and demonstrate a comprehensive understanding of the knowledge and skills required
Mentor YJCS Practitioners on the floor to build and manage a client’s case
Provide support to clients with information that is relevant to their case
Reflect on practice and be able to identify and target areas for development (and seek assistance where applicable
Supervisor and Above
Demonstrate an exceptional knowledge of the YJCS environment, critical knowledge and skill areas required
Coach, monitor and develop the knowledge and skills of staff on the ground
Demonstrate an awareness of good delegation and team communication skills
Take overall accountability for meeting all case management requirements
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SECURITY OPERATIONS MANAGEMENT CAPABILITIES
The security operations management capabilities are, as the name suggests, capabilities that staff on
the floor need to have in order to maintain security and safety of the clients, the premises as well as
their own on a day-to-day basis.
Knowledge and awareness of:
Daily compliance requirements
Daily security audit requirement
Rostering and scheduling processes
The principles of behaviour change
The principles of adolescent behaviour
Escalation processes
Incident management
Crisis interventions
Skills and abilities to conduct:
Bedroom and common area inspections and searches
Equipment checks (e.g. intercom, radio, emergency pouches, etc)
Recording and reporting security risks
Risk identification and escalation as appropriate
Incident management techniques and procedures (e.g. – response to different codes)
Crisis intervention techniques and procedures (e.g. – the appropriate use of restraints)
LEVEL OF CAPABILITY REQUIRED
Depending on the level at which staff are operating, they will need to develop capabilities that are
aligned to their position and responsibilities at that level.
Classification Capability Level
YJCS Practitioner
Demonstrate a sound awareness and working knowledge of the different areas of knowledge and skill
Be able to satisfactorily conduct security audits and searches
Provide an accurate record of information relevant to security operations
Escalate risks appropriately
Reflect on practice and be able to identify and target areas for development (and seek assistance where applicable)
Perform crisis interventions and manage incidents
Lead YJCS Practitioner
Role model and demonstrate a comprehensive understanding of the knowledge and skills required
Mentor YJCS Practitioners on the floor to conduct security searches and inspections
Provide an accurate record of information relevant to security operations
Manage escalated risks appropriately and follow up
Reflect on practice and be able to identify and target areas for development (and seek assistance where applicable)
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Classification Capability Level
Supervisor and Above
Demonstrate an exceptional knowledge of the YJCS environment, critical knowledge and skill areas required
Coach, monitor and develop the knowledge and skills of staff on the ground
Manage escalated risks appropriately and follow up
Demonstrate delegation and team communication skills
Take overall accountability for meeting the daily security checks quota
Scheduling and rostering ahead to ensure adequate staffing levels
PROGRAM MANAGEMENT CAPABILITITES
The program management capabilities are a suggested introduction into the existing Framework.
Staff on the floor at YJCS are often required, on an informal basis, to plan and run activities for the
clients in the absence of formal programs (particularly during holidays). These capabilities reflect an
extension of the skills and knowledge that staff need to develop in order to play a more active role in
client programs and activities. Our consultations have also pointed towards a need for staff on the
ground to develop more of these skills given that they have maximum interaction with the clients.
Knowledge and awareness of:
Available programs
Developmental activities for clients
Learning approaches and methodologies
Key stakeholders to consult and/or keep informed
The principles of behaviour change
The principles of adolescent behaviour
Incident management
Crisis intervention
Skills and abilities required include:
Effective planning of developmental activities for clients (programs and activities)
Facilitation and training skills
Coaching and mentoring clients
Identifying client developmental needs on a case by case basis
Liaising with the Program Management team to help optimise the clients’ development
Developing strategies to reinforce formal program learning through activities
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LEVEL OF CAPABILITY REQUIRED
Depending on the level at which staff are operating, they will need to develop capabilities that are
aligned to their position and responsibilities at that level.
Classification Capability Level
YJCS Practitioner
Demonstrate a sound awareness and working knowledge of the different areas of knowledge and skill
Be able to satisfactorily plan and conduct activities with clients
Record developmental observations
Escalate risks appropriately
Reflect on practice and be able to identify and target areas for development (and seek assistance where applicable)
Lead YJCS Practitioner
Role model and demonstrate a comprehensive understanding of the knowledge and skills required
Mentor YJCS Practitioners on the floor to plan and conduct activities with clients
Provide an accurate record of developmental observations
Manage escalated risks appropriately and follow up
Take a lead role in facilitating sessions with clients in an ongoing basis
Reflect on practice and be able to identify and target areas for development (and seek assistance where applicable)
Supervisor and Above
Demonstrate an exceptional knowledge of the YJCS environment, critical knowledge and skill areas required
Coach, monitor and develop the knowledge and skills of staff on the ground
Develop and facilitate learning programs in conjunction with the program management team
Manage escalated risks appropriately and follow up
Demonstrate delegation and team communication skills
Take shared accountability for meeting client developmental needs
Planning and scheduling program logistics ahead of time to ensure adequate staffing levels
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LEADERSHIP CAPABILITIES
The core capabilities and technical capabilities form some of the fundamental capabilities that are
required at YJCS. However, it is also important to develop leadership capability among staff from
the beginning in a structured and systematic way. The leadership capabilities included within this
Framework may assist leaders at all levels across YJCS to develop their leadership skills to the next
level. The Framework includes 3 requisite areas of leadership capabilities:
People Management
Administrative Management
Strategic Management
Each area is further described over the next few pages using behavioural indicators.
PEOPLE MANAGEMENT
Leading and Directing People
Provides others with a clear direction
Establishes robust processes to monitor and develop staff performance
Holds self and others accountable for measurable high-quality, timely and cost-effective results
Delegates authority, responsibility, and accountability to appropriate levels
Puts systems in place to establish and measure accountabilities
Supports and endorses management decisions
Building Capability & Expertise
Gives clear and honest feedback and manages non-performance promptly
Sets clear performance standards and gives timely praise and recognition
Provides leadership and support for those they manage in dealing with performance issues (both for clients & colleagues/direct reports)
Promotes continuous learning and the development of others to achieve maximum individual and organisational potential
Provides access to challenging work and targeted development opportunities for staff, followed by opportunities to embed new learning into the workplace
Energising & Inspiring
Inspires and influences others creating a shared sense of purpose and direction toward achieving organisational goals
Motivates others to build a shared vision to act as a catalyst for organisational improvement and change
Encourages others’ input and communicates expected outcomes from organisational strategies
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Role Modelling & Coaching
Builds rapport effectively
Maintains professional boundaries in sharing personal information
Demonstrating a high standard of behaviour
Identifies development needs
Assists in the development of new behaviours and skills
Seek regular opportunities to provide feedback
Recognises and celebrates achievements
Influencing & Negotiating
Listens to and persuades others; builds consensus
Obtains cooperation from others to gain information and accomplish goals
Focuses on the desired objectives and ensures negotiations remain on track
Anticipates the position of other stakeholders and is aware of the extent of potential for compromise
ADMINISTRATIVE MANAGEMENT
Planning & Organising Resources
Sets clearly defined objectives
Plans activities and projects well in advance and takes account of possible changing circumstances
Manages time effectively
Identifies and organises resources to accomplish tasks
Monitors performance against deadlines and milestones
Ensures adequate resourcing
Directs resources appropriately
Oversees procurement and manages contracts judiciously
Applying Expertise & Technology
Interprets and explains complex legislative information relating to public sector work and assures legislative compliance within the organisation
Keeps up-to date with relevant trends (e.g. changes in client demographic)
Applies specialist and detailed technical expertise
Develops job knowledge and expertise through continual professional development
Shares expertise and knowledge with others
Uses technology to achieve work objectives
Drive Operational Effectiveness
Transforms ideas into actions and ensures planned projects result in expected outputs
Works in a systematic, methodical and orderly way
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Creates and aligns structures, systems and resources to better achieve objectives
Revises goals and plans to reflect changing priorities or conditions.
Applies and encourages strategic risk management practices
Plans for future business unit / agency needs and ensures staff are appropriately skilled and developed to meet those needs
Deliver Organisational Result
Defines objectives and ensures translation into a concrete implementation plan
Enables the achievement of outcomes by identifying and removing potential barriers to the success of the organisation
Acts decisively to ensure strategies are implemented and issues are addressed
Monitors and maintains quality and productivity
Consistently achieves project and organisational goals
Demonstrates financial awareness
Controls costs and thinks in terms of the value of resources & their practicality
STRATEGIC MANAGEMENT
Future Proofing
Forecasts future organisational, workforce and service needs to minimise risks and maximise opportunities
Ensures immediate organisational capabilities are adequate and appropriate to position the organisation for success
Creates opportunities to enhance existing workplace capability
Investigates ways to drive business excellence by harnessing technology to meet projected needs
Stakeholder Management
Develops networks and builds alliances; collaborates across boundaries to build strategic relationships and achieve common goals.
Develops and implements effective communication and engagement strategies.
Acts as the interface and builds relationships between YJCS and other government agencies
Forges strategic alliances to achieve objectives
Organisational Awareness
Demonstrates an understanding of how one issue may be part of a much larger system
Identifies links between global and societal trends, stakeholder concerns, the policy agenda, public service values, and departmental, regional and state-wide issues
Considers multiple perspectives and is aware of potential tension between agency and sector wide outcomes (if applicable)
Aligns unit objectives with organisational priorities and targets.
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Driving Continuous Improvement
Monitors organisational performance and seeks continuous improvement
Encourages feedback from all levels of the organisation
Applies benchmarking / best practice standards to evaluate organisational performance
Acts on evaluation and other objective performance information to continuously improve
Champions new initiatives and stimulates change
Develops a learning culture
LEADERSHIP CABILITIES BY CLASSIFICATION LEVEL
Like any other capability areas, leadership needs to be developed in order to be effective. Although
it could be argued that most of the capabilities described in the section above would be applicable
to leaders in different situations, we propose a structured progression of these skills across the
different YJP levels.
Classification Capability Level
Lead Youth Justice Practitioner
The focus of the Lead Youth Justice Practitioner role will be primarily on administrative management capabilities. They will be required to take accountability of the floor and manage the operational, day-to-day management of the floor.
They will also be required to demonstrate people management capabilities and take on formal and/or informal supervision requirements. They will also be expected to provide on-the-job support, coaching and guidance to Youth Justice Practitioner’s though role modelling and mentoring.
Youth Justice Supervisor
The Youth Justice Supervisor role will have to monitor and manage their respective area of specialisation:
Client interaction
Security Operations
Programs & Activities
A key focus of the Youth Justice Supervisor role will be formal people management requirements. They will be required to lead, monitor, and develop the staff reporting into them
The emphasis here shifts from administrative management to people management (i.e. move away from ‘doing’ to ‘supervising’)
Youth Justice Manager
The Youth Justice Manager roles are required to oversee the administrative management and people management processes within the unit
They also start developing more strategic management capabilities
Youth Justice Senior Manager
The emphasis of Senior Manager roles are primarily on strategic management, aligning YJCS operations to Departmental goals and policies
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YJCS CAREER PATHWAYS
The table below captures our proposed schematic for career progression within YJCS. At each job
level, there are some capabilities that are essential and are highlighted in white. These are the
formal capabilities against which staff performance is determined.
At each job level, there are also some capabilities which are highlighted in beige. These indicate the
capabilities that staff at each job level should look to develop.
The figure shows a clear progression of required capabilities across the different job levels. In
particular, it highlights development of skills from the functional and operational skills to more
sophisticated leadership skills and attributes. Staff at different levels could be held to account
against this Framework, irrespective of their area of specialisation. The shifting emphasis for
different job levels, also opens up the possibility of horizontal recruitment (i.e. in order to serve at a
Youth Justice Manager level, one does not need to have had experience on the ground).
Clie
nt
Inte
ract
ion
s
Secu
rity
Op
era
tio
ns
Pro
gram
s &
Act
ivit
ies
Ad
min
istr
ativ
e
Man
age
me
nt
Pe
op
le
Man
age
me
nt
Stra
tegi
c
Man
age
me
nt
Capabilities that are a point of focus at the job level
Capabilities that need to be developed at the job level
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RECOMMENDATIONS FOR IMPLEMENTATION
As we have developed the Capability Framework, we have identified a range of opportunities and
issues that will need to be considered when it comes to implementation. These issues have been
grouped into the following four categories which will be discussed in turn:
Communication of the Framework
Recruitment and Selection
Training and Development
Performance Management.
COMMUNICATION
To positively and effectively implement the new Operational Workforce Capability Framework , it
will be critical that all staff within YJCS are aware that a new approach has been developed and have
a working understanding of the Framework that is equivalent to their role in the organisation.
Furthermore it will be important that key stakeholders within the broader DHS system are aware of
the new Framework. Consequently, the depth of detail provided about Framework will need to be
modified in order to suit different staff groups.
Throughout the project, we identified multiple opportunities for the quality and frequency of
communication to improve within the organisation. Based on our experience the Framework rollout
could be considered the first step in an enhanced communication approach within the organisation
as well as an opportunity to model more appropriate communication behaviour in accordance with
the more sophisticated Framework.
COMMUNICATION OF THE NEW FRAMEWORK
As previously explained, the Operational Workforce Capability Framework has been completely
customised to describe the competencies required of YJCS Practitioners at all levels in the current
and, likely future, context. Throughout an employees’ career at YJCS, they will need to understand
and apply the Framework in an increasingly sophisticated way and consequently their introduction
to the new Framework is recommended to be tailored appropriately. Consequently, we recommend
a tiered communication strategy should be applied, as follows:
Level Description of level
Who needs to know
When do they need to know
What do they need to know
Recommended Documents
Tier 1 Comprehensive – understanding to a highly technical level
YJCS General Manager & Exec, HR team (inc. Taskforce team), select staff as determined by YJCS
Immediately (July 2011)
Detailed definitions of each capability, how each capability differentiates across role levels, and themes for career development and leadership
FBG Final Report (inc. Overview of Framework map, Competencies & Attributes List, Specialisation Themes & Recommendations)
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Level Description of level
Who needs to know
When do they need to know
What do they need to know
Recommended Documents
Tier 2 Applied – understanding to a working level
All existing and newly .appointed YJCS staff
First month of launch
Working familiarity of the core competencies - using everyday language. High level overview of the Framework and career themes available for their development.
Summary document (inc. Overview of Framework map, Summary of Competencies & Attributes List, Specialisation Themes)
Tier 3 Synoptic – understanding to ensure alignment with DHS values and objectives
Key DHS staff First two months of launch
Overview of the Framework, career themes and role differences
Summary of FBG Final Report (to be produced by YJCS), Overview of Framework map, Competencies & Attributes List, Specialisation Themes
As the table above describes, there will only be a limited number of YJCS staff who need to be
familiar with the fine detail of this report and the Framework specifics (i.e.: General Manager, HR
team). Beyond that, it is crucial that the technical information and descriptions are consolidated into
a summary document that is readily available and comprehensible to all YJCS staff. After all, it will be
the staff that are accountable for demonstrating the competencies and their comfort and
understanding of them is essential. As such, we recommend that the HR team develops a short
summary document that explains the context for developing a new Framework, presents an
Overview of the Framework and Specialisation Themes, and distils the key descriptors and derailers
of each capability. We recommend this document be no longer than 4 pages long and is easily
accessible to all staff through a range of media (e.g.: DHS intranet, information sessions, hard copies
etc).
Furthermore we recommend that to successfully embed the new Framework, it must be
incorporated into existing and future operations. At minimum, this will include recruitment,
performance management, strategic planning, training and development. We recommend the HR
team are best positioned to facilitate the transition into the new Framework and suggest that YJCS
identify champions within the broader staff group to support the integration. These champions
could be trained about the new Framework prior to the whole-of-organisation launch and be an
advocate and support to all staff.
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RECRUITMENT & SELECTION
The articulation of the key capabilities entailed in the development of this Capability Framework
allows transparency in relation the requirements for each of the proposed Job Levels throughout
YJCS. This has clear implications for recruitment and selection processes and methodologies. It will
now be far easier to articulate and specify the core capabilities that potential applicants will need to
possess in order to be considered for each YJCS Job Level. Moreover, it will also be possible to
develop a rigorous and standardised assessment process entailing methodology that is designed to
assess specific capabilities.
With the capabilities for each level now articulated clearly, and clearer pathways for career
progressions for both internal and external candidates specified, recruitment at all levels and is both
possible and desirable. The development of a workplace with a diversity of skills and views will assist
the stated goal of a rapid progression towards a learning culture for YJCS.
RECRUITMENT AND SELECTION PROCESS ALIGNMENT WITH THE OPERATIONAL
WORKFORCE CAPABILITY FRAMEWORK
A vital and obvious recommendation regarding recruitment and selection would be for YJCS to
commence recruiting and selecting against the new Operational Workforce Capability Framework,
at all levels of the organisation. It is our understanding that YJCS mostly recruits at the base YJCS
Practitioner level. The practice of only really recruiting at one level of the organisation is potentially
diversity stifling. This practice may partially be related to not being able to systematically specify key
elements of the roles at higher levels that do not require specific operational experience. This
problem has now effectively been addressed through the capability specifications being spelt out for
each level of the organisation.
Another key recommendation regards a review of the current processes and methods used for
selection, which indicate potential room for improvement. We understand that currently a
behaviour-based interview is administered by a panel of current operational staff at each precinct,
who select the best applicants to progress to the orientation program. While HR personnel within
YJCS are aware that greater consistency in relation to specific to selection and recruitment
methodologies is needed, opportunities to ensure that this occurs have been restricted to date. Also,
while the current process incorporates a ‘general fit’ screening of applications and initial application
cull, a group event and an individual behaviour-based interview, a key recommendation regarding
recruitment inspired by the new Capability Framework would be to review and develop a
streamlined and targeted recruitment process and methodology.
While this review would necessitate a deeper level of analysis, some initial suggestions for improving
this process would be to provide an information evening for all potential applicants prior to
application, where a good overview of the role, a realistic job preview, articulation of the work
context and overview of the opportunity for work is provided. This may then lead to an initial cull of
candidate applications, followed by a group assessment task and then a short listing from that. Once
the candidates have been short-listed, it would be good to incorporate a psychometric assessment
tool. The elements that YJCS would be looking for in a suitable assessment would be a well validated
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instrument which provides a battery of tests to triangulate and confirm candidate preferences and
capabilities. In particular YJCS should be interested in ensuring that the candidates have good levels
of resilience, and an openness to new experiences (flexibility) and represent a good ‘values fit’. In
addition, a base level of general intelligence should be confirmed, in terms of cognitive abilities, as
this will shape their ability to learn on the job (fitting in with the aspirational learning culture).
Following this assessment, a panel interview task consisting of a structured set of behaviour based
questions designed target specific capabilities is recommended. This interview should be developed
to address the core competencies and panel members should be trained to interview and assess the
responses consistently. Ideally, a psychologist would also sit on the panel to ask questions relating to
their individual psychometric report. The candidate pool can then be ranked according to all
assessment tasks in order of ‘goodness of fit’ to the role.
The following diagram summarises the possible selection process outlined above:
It is further recommended that the methodology concerning each element of the assessment
process target several key capabilities, resulting in a capability assessment matrix where each
capability has been assessed at least twice. This assessment matrix can now easily be developed, as
next step, building on the foundation of the Capability Framework.
RECRUITMENT INTO CASUAL AND PERMANENT ROLES
Another key recommendation regarding recruitment and selection processes would be to review
the practice of recruiting YJCS Practitioners into casual roles. Our understanding is that currently
YJCS recruits almost exclusively via a casual pool of workers who commence at the base Youth
Justice Custodial Services Practitioner level and may progress to being offered a permanent position
if they show promise in the role or fit the existing team culture. This practice has the advantages of
providing a mechanism for ‘try before you buy’ (although some may argue that the probationary
period of a permanent staff member may also offer this) and giving the organisation some flexibility
in relation to bolstering staffing numbers on an ‘as needed’ basis.
This current practice also has several potential drawbacks. Firstly, the pool of candidates who may
be attracted to applying for a casual position is likely to be limited, resulting in a restricted pool of
candidates from which to select. Many of the candidates who do apply seem to have knowledge of
the YJCS system or know someone who already works there, giving them the necessary
encouragement to apply because the flow of work, though not guaranteed through casual
employment, has been found to be steady by others going through this system of employment. The
unintended consequence of this is that the current culture of YJCS effectively replicates itself, rather
than drawing from a more diverse pool of candidates which would bring positive benefits for
organisational functioning.
Information evening
Psychometric assessment
Panel interview
Rank ordering of candidates
Written application
Initial cull
Group task
Applicant shortlisting
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Secondly, the practice of recruiting from casual staff means that the amount of training and
performance feedback, both positive and negative, is likely to have amounted to less of an
investment than if they had commenced as a permanent staff member. For example, currently
casual staff have an opportunity for group supervision once a month, which tends for be not well
attended. Under this system, there are likely to be potentially excellent staff not reaching their
potential in their casual roles and potentially dropping off the roster, due to the lack of feedback and
training. The current lack of feedback and opportunities for training would not align well with the
proposed new learning culture of YJCS.
Thirdly and related to this, the prevailing team culture in each unit is likely to select casual staff that
offer the ‘best fit’ for current practice within the unit and casuals, by virtue of their vulnerable
position with work offerings, would therefore understand that they either need to ‘fit in’ or not
work. This method of on the job induction effectively further limits the possibility of divergent values
and views being retained by new Practitioners.
It is recommended therefore that the casual recruitment process be heavily supplemented with
recruitment into permanent roles, to make this role attractive to a wider scope of applicants.
Currently applicants tend to be working in casual roles already, making a transition to YJCS
employment viable through keeping some income from the other role, until the Youth Work
Custodial role expands. Given the greater focus on a high quality induction and orientation process
in the form of the Beginning Practice Program, many of these casual staff members may now have
trouble negotiating to have 4 full weeks away from their other casual jobs, potentially placing those
in jeopardy. It may be useful to consider the structuring of the Beginning Practice Program in a
modular rather than continuous program to accommodate this casual Practitioner pool. This
approach, combined with the also utilisation of recruitment into more permanent roles will offer a
mechanism for attracting a greater, more diverse group of candidates.
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TRAINING MODULES & PROVIDER SELECTION
Our understanding of training for current staff in both formal and informal settings is that it is patchy
and inconsistently taken up across the organisation. Changing this is central to the overarching aim
of shifting the YJCS culture towards that of a learning culture. It is therefore a central
recommendation that the Capability Framework be used to identify capability gaps and to inform
required training. It is recommended therefore that a gap analysis be conducted throughout the
organisation, against the Capability Framework, and that from this a Training Needs Analysis be
devised.
Once these gaps have been identified, staff should have access to high quality, targeted training that
is designed to address these. Both informal training, such as shadowing, coaching, mentoring and
other forms of on the job training along with formal training, in a classroom setting, should be
utilised to close these gaps. In the process of developing the Capability Framework, we have
developed a sense of some of the key considerations regarding training which will be explored here,
rather than an in depth analysis of training needs and specific provider selection, which essentially
falls outside of the scope of this project.
‘PROFESSIONALISATION’ OF A CAREER IN, AND OUT OF, YOUTH JUSTICE
One of the ways of raising the level of professionalism and commitment to learning and
development throughout the organisation would be to be to place a much greater emphasis on
formal qualifications in the context of selection and promotion. This could be achieved through the
introduction of new mandatory requirements of a tertiary qualification in order to be considered for
selection or promotion. For example, it could become a mandatory requirement that all applicants
for a YJCS base level Practitioner possess a Certificate IV in Youth Work (Youth Justice) or a higher
qualification such as a Degree in Criminal Justice, Criminology, Psychology or Social Work. There
may also be value in creating alignment in qualifications of Youth Justice Practitioners and those who
work in Child Protection.
We have deliberately refrained from making this recommendation, at this point in time, for a variety
of reasons:
The existing and established culture has a predominance of non-tertiary qualified staff members. To introduce this mandatory requirement at this point would have the potential to create a major cultural divide within the staff between qualified and non-qualified, since there is a shared sense among staff that tertiary qualifications are not as valid as on the job experience. In the short term therefore, the impact of requiring tertiary qualified applicants may be to undermine the new staff members’ level of acceptance from existing staff, creating an ‘us’ ‘them’ divide. In the longer term it may actually threaten to undermine the value of ‘on the job’ experience as the ratio of qualified to non-qualified Practitioners changes.
There are only a small number of applicants who are currently tertiary qualified being selected for casual recruitment, therefore making this a mandatory requirement would imply a dramatic reduction in the candidate pool, which won’t allow for organisational sustainability.
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A formal tertiary qualification is not a guarantee of success within the YJCS environment, in fact it is conceivable that an applicant may possess the Certificate IV in Youth Work (Youth Justice) or higher and not meet the capabilities as specified in the Framework and assessed in the recruitment process.
The existing formal courses as provided by tertiary institutions are not specifically targeted to the Capability Framework and therefore will only go part way to delivering the capabilities identified as being required on the job.
It is however acknowledged that the mandating of a degree provides a way of ensuring that staff are
capable of learning and adapting to a changing workplace environment with updated skills. It also
generates alternate avenues for attracting potential staff, broadening the pool. It is therefore
recommended that ‘professionalisation’ of these roles take place in a staged or phased approach
and that it happen concurrent to other organisational strategies designed to assist in the building of
the learning culture, so that when mandatory qualification are deemed appropriate there is more
support for them.
The first step would be to review the formal tertiary courses on offer in terms of fit for the Capability
Framework and in terms of quality of graduates from the course. This would result in a gap analysis
that would form the basis for selecting a training provider. YJCS would obviously need to select a
provider who has the flexibility to customise a program specifically in response to the required
capabilities and work with them to develop the course. The gap analysis could also potentially
furnish a hybrid model of training provision whereby packaged tertiary qualification offerings could
be supplemented with other short courses to ensure the requisite set of skills.
Once this has occurred it should be an organisational focus of development that existing staff
members obtain this qualification, with appropriate recognition for prior learning. This could be
encouraged through the Performance Feedback process and through the regular coaching and
supervision sessions that our Capability Framework envisions. Given the added incentives inherent
in being able to clearly articulate career pathways and progression points and the fact that the
material will have greater and more obvious relevance to the YJCS context, it can be expected that
there will be greater uptake of the training. The longer term impact of these incentives would be to
achieve greater numbers of qualified staff. Perhaps this is the point at which it would be appropriate
for the organisation to simultaneously increase the expectations of qualifications for new staff. At
some point the organisation is advised to consider disincentives or restrictions on progression
between levels without formal qualifications.
In considering formal qualifications, it is also assumed that there will be specific qualifications that
may be identified as having relevance to higher level Practitioners within the YJCS context. Key
examples of this that come to mind are Leadership Development qualifications and qualification
specific to the Practitioner’s chosen area of specialisation such as a training and development
qualification for those staff working in programs. These will ultimately need to be identified
following the recommended skills gap analysis.
In summary, we see a role for increasing levels of professionalism and for developing a culture of
ongoing learning and development in the YJCS environment through the raising of expectations
across the organisation in terms of professional qualifications, however, we strongly recommend
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that this be approached in a staged fashion to achieve good outcomes. In the meantime, investing in
a more targeted recruitment process (as already discussed) which assesses thoroughly a range of
relevant individual capabilities, such as the ability to learn, may be a good way to increase levels of
professionalism and quickly begin to build towards the aspirational learning culture.
CUSTOMISED, HIGH-QUALITY, TARGETED TRAINING
At present we understand that while departmental-wide, generic training is on offer for YJCS staff,
this training does not always meet the needs of staff in terms of providing the skills that are needed.
There would be an added impediment of the required travel component for those staff members
based at Malmsbury. In this respect, we believe that greater staff uptake and better behavioural
outcomes will be achieved through the creation of some specifically targeted, high-quality training
that is centre-based. This could once again be identified through the training needs analysis and the
systematic comparison of generic departmental training offerings and the identified training needs.
The specific training could be delivered effectively utilising a ‘train the trainer’ model as is currently
the case with the ‘Prevention of Occupational Violence’ training currently being rolled out across the
organisation. Care would need to be taken to ensure that the training quality was maintained, if this
model is favoured. In this respect a thorough review of the training offering and assessment of its
impact should be completed. This builds in the capacity for the training to evolve and mature and
remain relevant to the needs of staff, as learning needs change through maturation or change in
delivery requirements. In terms of this recommendation, it is thought that exposure to the wider
DHS culture through the attendance of generic training packages should still occur, but courses that
match the Capability Framework can be more easily identified and staff directed to them through
Performance Management and through coaching and mentoring.
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PERFORMANCE MANAGEMENT
According to the 2010 DHS Performance and Development Framework, performance management is
part of a comprehensive suite of HR processes, including business planning, talent management,
remuneration, plus others. Formal performance and development discussions are required to take
place at three points during a 12month period:
Performance planning discussion (in 2010, this was due by 27 August)
Mid-cycle discussion (in 2010, this was due by 28 January)
End of cycle discussion (in 2010, this was due by 29 July).
The Performance and Development Framework states that managers and employees should
regularly discuss performance and development matters in both formal and informal meetings. In
addition, it states that coaching is a critical skill required of all managers (and refers to a DHS
resource), that examples of good behaviour should be recognised throughout the performance
review period (i.e.: outside of formal cycle discussions) and suggests a range of means for providing
recognition of strong performance.
All of these features are applauded and are important in supporting effective performance
management however, this project has revealed many opportunities to increase the quality of
performance management in YJCS.
CULTURE OF FEEDBACK
For any performance management system to be successful, it must be valued and understood by the
staff who will use it. This must begin with the communication of the vision for performance
management by the Executive followed by the communication and training staff receive about the
system itself. This process helps to shape a culture in which feedback is sought, shared and
respected as a resource and has a subsequent impact on staff performance.
Based upon our experience of the YJCS context, formal performance management (i.e.: the PPD
process) is seen by many staff as an inconvenient, administrative task that does not help people to
‘do’ their work. In addition, informal feedback was reported to take place infrequently and when it
does occur, it is most often in response to an error or for disciplinary purposes. As a priority this
needs to change to a culture which embraces feedback (both positive and constructive negative
feedback) and in which the PPD process is seen as relevant and meaningful. Many of the
recommendations suggested so far will help to achieve this desired state, plus there are many small
changes that can be incorporated into the existing performance management system – at both the
system and individual level.
PERFORMANCE MANAGEMENT IN THE YJCS SYSTEM
It was observed that the quality and frequency of performance management discussions are sub-
optimal at YJCS at present. This became apparent during the confirmatory analysis, when staff
reported mixed experiences in receiving performance feedback. For example: one staff member met
monthly with their manager, regularly updating their development plan, and another hadn’t met
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with their manager for months. We also observed a disproportionate level accountability for
performance management across the staff group plus limited capacity for the system to alert when
management failed to conduct performance conversations. Staff felt limited in their capacity to
initiate their development and some were dismissive about the relevance of some training
opportunities. Many staff identified that shiftwork and the transitory nature of the casual workforce
made it very difficult to find time with their manager, as well as logistical factors (such as line
managers being located separately to staff in the Parkville precinct). In addition, through our
informal observations and involvement in the Beginning Practice (Orientation) Program, we are not
confident in the capability of all managers to conduct effective performance conversations. Taking
into account these observations, we propose the following key recommendations:
YJCS clarifies expectations of managers to provide formal feedback to staff (potentially beyond the DHS standard) – including frequency, resources and outcomes
YJCS reviews how daily operations may be modified to facilitate regular performance conversations without compromising the security of the facilities
Training staff to use the PPD system in conjunction with the new Capability Framework (discussed further below) in the context of the YJCS environment
Providing staff with customised training to conduct effective performance conversations for youth justice Practitioners.
Outside of the formal performance conversations, staff reported receiving infrequent informal
feedback that most often is negative and disciplinary. A commonly shared view is that if an individual
is receiving no feedback, they can consider themself to be doing well. Whilst not immediately
detrimental to performance, such sporadic and generally negative feedback presents a risk of minor
behavioural errors developing into major issues which may compromise the safety and security of
staff and clients. Additionally informal feedback is an excellent method for reinforcing and rewarding
positive behaviours and contributes to an open, supportive culture. As a result, it is further
recommended that YJCS provide a set of guidelines and training for conducting effective informal
feedback conversations (which includes frequency, methods and YJCS-specific examples).
During the project, it also emerged that a significant portion of responsibility for formal performance
management rests with the current Unit Coordinators. A key recommendation is that YJCS consider
a redistribution of management responsibility to create greater balance and encourage shared
accountability for individual performance amongst more of the management group. This may
mean addressing current role designs and operational structure. Whilst we acknowledge this
recommendation goes beyond the scope of this project, it is an important factor that would enhance
performance management processes and we have taken it into consideration when designing the
Capability Framework. Using our proposed classification structure, an example may be that the Lead
Youth Justice Practitioner are accountable for daily performance management of frontline staff,
including coaching, providing discipline, assuring compliance and reinforcing appropriate behaviour.
Even if no changes are made to the roles, once the new Framework is embedded into YJCS, it will be
vital that it is ‘lived’ by all staff and actively applied by managers who are accountable for staff
performance. In the current context, we recommended that the new Framework be incorporated
as much as possible into the existing Progression, Performance and Development (PPD) System so
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that it becomes a primary resource throughout the employee lifecycle and enhances the system’s
efficacy. For example, this may mean:
Developing a proforma to support the performance conversation, that is based upon the Capability Framework
Developing a few questions that draw upon the capabilities and illicit discussion about career progression and development needs.
PERFORMANCE MANAGEMENT & THE INDIVIDUAL
Within the first month of an employee’s tenure, it is recommended that the Framework be used to
guide an initial discussion about their interests and strengths, which is reviewed 2 months later. To
be most effective, this discussion should take place in the context of the YJCS strategic goals and any
broader departmental directives. To this end, the staff member’s line manager is recommended to
conduct the conversation and together they should determine key focus areas.
A further recommendation is that line managers need to become more of a conduit between their
staff and senior management. We would also encourage managers to take greater accountability
for sharing information with each other about their staff that will support each individual’s
development. This is particularly relevant at the first-line management level (currently Unit
Supervisors and Unit Managers). Irrespective of the titles used, first line managers
Day to day, managers must be accountable for their team member’s performance and should give
feedback regularly and generously. As such it is recommended that informal feedback
conversations are encouraged and practised across all organisational levels. It our understanding
that such conversations are not part of the current YJCS culture and we acknowledge it will take time
and effort to embed such a change. To facilitate this change, feedback must become a high quality
resource desirable to all staff and we suggest the following initiatives will create momentum:
Communication from Senior Management about the need for the change
Shared accountability for individual and organisational performance
Overt support for coaching and mentoring within the organisation
Training opportunities to up-skill staff.
Furthermore, the Framework is recommended to be used in the annual performance review
process to provide a focus for feedback conversations. At a requisite level the competencies and
their behaviours should be discussed in the context of the desired level of capability versus the
current level of performance. Any resultant gaps highlight areas for improvement, from which
development initiatives can be planned for and performance targets set.
The Framework has been designed to clarify themes for career progression, so that should an
individual have an interest in case management they have the opportunity to skill up in that area,
whilst maintaining a competence in necessary functions of Security Management and Programs and
Activities. In this context the Capability Framework can also be used to discuss career aspirations,
including specialist skill development and leadership potential.
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THE FUTURE OF PERFORMANCE MANAGEMENT IN YJCS
Looking towards the future, an additional recommendation for improvement would be for YJCS to
create supplementary resources to the DHS PPD System that is tailored to the youth justice
environment and it based upon this Capability Framework. It is important to emphasise that this
recommendation is not intended to add ‘more work’ to the performance conversation but in fact
facilitate a more meaningful discussion about the skills and knowledge required to grow in the YJCS
and in turn create better client outcomes.
Such tailored additions would ideally compliment the vision of YJCS to establishing a more
sophisticated workforce. It would be highly desirable that the PPD Planning process aligns with the
functional/technical themes outlined in the Framework Overview. Such a tailored PPD process would
provide for conversations that are more contextualised and aligned with specific YJCS goals and
outcomes. For example, in the current DHS PPD system, performance and development is orientated
toward ‘encouraging success’, which is a legitimate goal for all department staff. However for the
YJCS context, there may be a more relevant goal such as ‘maximising the potential of our people for
positive client outcomes’ that gives greater focus and emphasis on the targets of the Service.
Furthermore, a tailored PPD system would facilitate the development of the technical and
leadership capabilities required of more senior staff and support a learning culture which has been
determined as a priority for the YJCS.
Bringing these recommendations together, it is apparent that there are multiple and related
opportunities to maximise the integration and application of the Operational Workforce Capability
Framework. Like the YJCS itself, in isolation, each area can be improved with small changes however
to function optimally the different components must regularly and flexibly interact with each other
for maximum effectiveness.
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SUMMARY & CONCLUSION
In 2011, the YJCS Executive determined that in order to implement that recommendations of the
Comrie Report and Ombudsman’s Review, an important first step was to establish an Operational
Workforce Capability Framework which captures the essential skills, knowledge, values and abilities
for people to work and develop effectively in the YJCS context. This report is the outcome of this
positive initiative by the YJCS to provide and support a workforce most capable of achieving positive
client outcomes. We acknowledge that the youth justice environment is complex and dynamic, and
that a meaningful Framework must account for this. It must also guide the selection of appropriate
staff that will benefit client outcomes whilst supporting individual career development.
The YJCS Operational Workforce Capability Framework provides a structure on which the YJCS can
attract, recruit, develop and review staff at all levels, throughout their career in the organisation. It
provides enhanced flexibility to accommodate a greater variety of new applicants and should be
considered when making decisions that affect the workforce. Primarily the Framework outline that
all staff must demonstrate effective case management, ensure security is maintained and deliver
meaningful programs and activities; plus places increasing emphasis on strategic, leadership and
technical expertise as staff progress to senior roles. This focus is imperative in order to deliver on the
organisation’s goal to engage young people in change.
With consideration to the increased expectations and scrutiny on the YJCS, this report has
highlighted some important considerations for the implementation of the Framework. Many of
these recommendations relate to organisational factors that extend beyond the scope of this
Framework but they are nonetheless essential to its success.
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APPENDIX A
The following documents were reviewed during the course of the project:
YJCS business plan
DHS Strategic Objectives and People Strategy
DHS Organisational vision, mission and values, and Leadership Charter
YJCS Organisation chart and job descriptions (YJW-1 (causal and permanent), YJW-2, YJW-3, YJW-4, JJC-5, VPS-6
Comrie Report
Ombudsman Victoria Review (2010)
Comrie Review and Ombudsman Victoria Implementation Action Plan
DHS Review of the Certificate IV in Youth Work (Youth Justice) Training Models
Juvenile Justice Centre Operations Manual (2005 version)
Juvenile Justice Centre Operations Manual (2011 Draft sections)
DHS YJCS Training and Development Calendar (2010-2011)
YJCS Casual Staff Group Interview Agenda ( 2009)
YJCS Client’s Feedback – April 2010 Issue
DHS Behavioural Support model – Summary
DHS Enhancing People Management Behaviours (July 2010)
YJCS File Audit Pilot Report (2010)
DHE Response to Comrie Report
Youth Justice Mental Health Coordinator (YJMHC) Service Plan for Parkville Youth Justice Precinct (PYJP)- Draft (2011)
Youth Justice Professional Development Calendar (2011)
YJCS – All materials for the 2011 Beginning Practice (Orientation) Program
Youth Justice Supervision Standards (2007)
Evaluation of the Youth Justice Supervision Training Program (December 2010)
YJCS Workforce Profile – Summary slide
YJCS Youth Justice Client Outcomes Project Update (March 2011)
Deakin University – Youth Justice Outcomes Measures and Reporting: Provision if Advice to the Youth Justice and Youth Services Branch of the Victorian DHS: Final Report (2010)
YJCS 2009-10 Annual Report
DHS People Services Branch Performance and Development Framework 2010
YJCS 2010 Annual Clients Survey – A Summary
Youth Justice Workforce Development Framework (2010) by Atkinson Consulting
VPS Recruitment Capabilities
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APPENDIX B
BEHAVIOURAL DERAILERS OF THE CORE CAPABILITIES
Earlier in this report we defined what each of the core capabilities look like in action, i.e. the
behaviours that sit behind each capability. This appendix provides some concrete examples of
behavioural derailers (or negative behaviours) which inhibit people from “living” a particular
capability.
It is important to use these examples of negative behaviours only from a performance assessment
perspective (either during recruitment or while providing regular feedback on performance). It
should also be kept in mind that not demonstrating the negative behaviours does not equate to
demonstrating the required behaviours.
AWARENESS OF SELF AND OTHERS
Does little to build positive relationships with others at the outset
Talks over others and discredits their ideas
States answers rather than offering suggestions
Does not try to understand other people’s points of view
Works against the group rather than working effectively within the group
Is tactless or abrasive with others
Negatively criticises or devalues the contributions of others
Focuses solely on their own view without making an attempt to seek the views of others
Makes little or no attempt at rapport building at the start of the discussion
Does not show indications of active listening (e.g. paraphrasing)
Inappropriately distant or aggressive communication style and body language
Ignores, interrupts or fails to build on suggestions or comments from others
Focuses only on getting answers to their own questions
Uses closed questions and fails to respond to cues
COMMUNICATION
Oral Communication
Speech is too fast, slow, quiet or stilted
Communication is long-winded, repetitive or ambiguous
Is excessively nervous and uncertain
Style is too familiar or informal, inappropriate use of grammar and/or vocabulary (i.e. language that is not respectful, swearing, and overuse of colloquialisms)
Language and tone are inexpressive and monotonous, causing the audience to lose interest in the content
Does not ask questions or rephrase messages to make sure audience has heard and understood what has been said
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Written Communication
Makes mistakes with spelling and grammar
Has difficulty in following written instructions
Writing style lacks structure and the points are jumbled
Uses inappropriate language and terms
Uses excessive jargon or complicated language
SAFETY FOCUS
Risk Management
Shows little awareness of potential environmental risks
Fails to analyse potential risks to gauge level and severity of risk
Does not act on information about risks
Lacks awareness of ways to manage risks better
Demonstrates no recognition of the need to communicate or report risks
Compliance
Has difficulty following instructions from others
Ignores procedures and policies and does his/her own thing
Demonstrates little concern for schedules and deadlines
Fails to be punctual and timely in attendance and/or delivery of work
Does not comply with legal obligations and safety requirements of the role
Security Awareness
Manages sensitive information inappropriately
Does not take security protocols seriously
Fails to identify objects/ persons/environments that could compromise security
Is unaware of the consequences of security breaches
Presents as being absent minded (not in the present)
LEARNING ORIENTATION
Learning & Researching
Has difficulty in recalling new information
Draws conclusions without any justification
Takes considerable time to process newly presented information
Fails to learn from experience and feedback
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Problem Solving & Analysis
Does not understand the implications or limitations of different solutions
Offers a limited range of solutions to problems or none at all
Fails to give due consideration to different stakeholders/ points of influence in determining and solving problems
Makes little or no attempt to examine the root cause behind problems
Does not seek out patterns and relevant trends within information available
Shows reluctance to ask questions to clarify information
Decision Making & Initiative
Fails to identify new ideas, does not question traditional assumptions
Decisions are not well thought through or backed by evidence
Demonstrates reluctance to take on responsibility for the issues raised
Does not commit to a firm decision; attempts to leave options open or defer decisions until later
Is unable to make a quick decision when under pressure
Considers too many, or too few alternatives prior to making a decision
Leaves impression that action is unlikely to follow on from the interactions
PROFESSIONALISM (ETHICS & INTEGRITY)
Does not convey a strong sense of ethics and values
Lacks credibility and integrity
Is reluctant to accept ownership and accountability
Does not consider the impact of own behaviours on clients
Shows reluctance to accept diverse views, values, ethnicity and backgrounds (in both colleagues & clients)
Often fails to consider professional boundaries in interactions with clients and stakeholders
Does not put the client’s best interests first
Is intolerant and judgemental about clients and their backgrounds
FLEXIBILITY AND ADAPTABILITY
Cannot flex easily to match changes in circumstance – is change resistant
Is rigid and resistant to new ideas and change initiatives
Does not attempt to modify interpersonal style to suit different people and different situations
Is uncomfortable with ambiguity, does not maximise the opportunities it presents
Is unable to effectively modify schedules and timelines in response to change
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RESILIENCE
Finds it difficult to work in a high pressure environment
Demonstrates lack of emotional regulation during difficult situations
Fails to balance the demands of work life and personal life effectively
Maintains a negative or cynical outlook at work
Gets defensive when faced with critical feedback and does not learn from it
Loses focus and motivation with setbacks and challenges
Demonstrates inappropriate levels of hostility or aggression or retreat in challenging situations
FITNESS FOR WORK
Emotional Fitness Descriptors
Emotional volatility
Short-temperedness
Unrealistic ideations of the YJCS environment
Physical Fitness Descriptors
The inability to meet levels or standards set as per role requirements in the following:
Endurance
Speed
Agility
Strength
Flexibility
BMI / Body Fat Percentage
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KEY STAKEHOLDERS & CONTRIBUTORS
There were a number of key stakeholders who provided invaluable support and input throughout
the course of this project. We would like to acknowledge the contribution of the following people:
Steering Committee: Ian Lanyon, Director – Youth Justice Custodial Services
Brian Joyce, Consultant – Youth Justice Custodial Services
Doug Galbraith, Human Resources Manager – Youth Justice Custodial
Services
Simon Brown Greaves, Susan Crawford, Diya Dey & Carly Newman – FBG
Group
Project Manager: Lisa Hailes. Human Resources Consultant – Youth Justice Custodial Services
Taskforce YJCS: Dannii De Krester, Director – Taskforce Youth Justice Custodial Services
Key YJCS Staff: James McCann, General Manager – Parkville precinct
Ian Curwood, General Manager – Malmsbury precinct
Trudy O'Connor, Operations Manager – Parkville precinct
Ray Birkin, Operations Manager – Malmsbury precinct
Karyn Myers, Compliance – Taskforce Youth Justice Custodial Services
Alicia Zineder, Manager – Quality, Innovation & Advisory Unit
Robyn Babbel, Senior Policy Advisor – Quality, Innovation & Advisory Unit
Bridgette Liistro, Project Officer – Quality, Innovation & Advisory Unit
Shirley Freeman, Custodial Client Services Manager – Youth Justice Custodial
Services
Stacey Livis, Clinical Manager – Youth Justice Custodial Services
Ryan Long, Business Services Manager – Youth Justice Custodial Services
Current YJCS Unit Coordinators, Unit Supervisors and frontline YJCS staff
who generously gave their time and feedback which shaped this Framework.
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Coyle, A. (2009). A Human Rights Approach to Prison Management: Handbook for Prison Staff (2nd
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Hagström, & Gamberale, G. (1995). Young people's work motivation and value orientation. Journal
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Howe, M. Clawson, E. & Larivee, J. (2007) The 21st Century Juvenile Justice Workforce. Corrections
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