operational workforce capability framework · report describes the approach taken and details the...

Youth Justice Custodial Services

Operational Workforce Capability Framework

July 2011

DHS.3004.035.0001

YJCS Workforce Capability Framework – Final Report 1 | P a g e

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

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Pathway Capabilities Leadership Capabilities

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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


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


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)


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

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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


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)


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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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.

DHS.3004.035.0020


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

DHS.3004.035.0021


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

DHS.3004.035.0022


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.


Daily compliance requirements

Daily security audit requirement

Rostering and scheduling processes



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)





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


Perform crisis interventions and manage incidents



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


DHS.3004.035.0023







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.


Available programs

Developmental activities for clients

Learning approaches and methodologies

Key stakeholders to consult and/or keep informed



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

DHS.3004.035.0024






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




Mentor YJCS Practitioners on the floor to plan and conduct activities with clients

Provide an accurate record of developmental observations


Take a lead role in facilitating sessions with clients in an ongoing basis





Develop and facilitate learning programs in conjunction with the program management team


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

DHS.3004.035.0025


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

DHS.3004.035.0026


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

DHS.3004.035.0027


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.

DHS.3004.035.0028


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.



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

DHS.3004.035.0029


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

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Inte

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Secu

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Op

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Pro

gram

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Act

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Ad

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ativ

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Man

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Pe

op

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Man

age

me

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Stra

tegi

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Man

age

me

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Capabilities that are a point of focus at the job level

Capabilities that need to be developed at the job level

DHS.3004.035.0030


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)

DHS.3004.035.0031


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.

DHS.3004.035.0032


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

DHS.3004.035.0033


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

DHS.3004.035.0034


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.

DHS.3004.035.0035


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.

DHS.3004.035.0036


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

DHS.3004.035.0037


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.

DHS.3004.035.0038


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

DHS.3004.035.0039


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

DHS.3004.035.0040


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.

DHS.3004.035.0041


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.

DHS.3004.035.0042


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.

DHS.3004.035.0043


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

DHS.3004.035.0044


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

DHS.3004.035.0045


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


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

DHS.3004.035.0046



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


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

DHS.3004.035.0047


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

DHS.3004.035.0048


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.

DHS.3004.035.0049


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DHS.3004.035.0050

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