First-Line Supervisory Training in Corrections: A Case Study

Introduction

While the debate over nature versus nurture continues, the fact remains that some people appear to be "natural born" leaders while others must struggle to acquire the skills needed to lead others in an organizational setting. For individuals fortunate enough to possess innate leadership skills, first-line supervisory training may be less critical than it is for those who have been thrust into positions of authority without adequate preparation. To determine the facts, this paper provides an analysis of the case study "The Correctional Sergeant's Dilemma," explaining the importance of first-line supervisory training and offering an assessment of the manner in which Sergeant Rick handled the situation involving his subordinate, Officer Johnson, and his superior, Lieutenant Murray. A discussion of how the situation could have been handled differently is followed by a summary of key findings in the conclusion.

The Importance of First-Line Supervisory Training

The predicament that Sergeant Rick encountered as a first-line supervisor at the Sampson Correctional Institution (SCI) was certainly not unique, but it did serve to highlight the importance of first-line supervisory training for new supervisors. In Sergeant Rick's case, he was required to supervise correctional officers with whom he had worked as a peer for numerous years, and he was woefully unprepared for these new responsibilities. According to Cadwell (2006), the transition to first-line supervisor in any organizational setting can be a daunting experience that requires new supervisors to be cognizant of the full range of their responsibilities, including the appropriate approach to managing their subordinates. As Cadwell emphasizes, "Although management and supervisory skills are required, often very little formal training is provided. Also, the way the work is organized often puts a premium on getting the work out rather than preparing first-line supervisors for their new responsibilities" (2006, p. 18).

While some new supervisors appear to possess the innate qualities needed to recognize which leadership style will be most effective in a given set of circumstances, most people lack these skills and will require some level of first-line supervisory training to help them develop competency (Cadwell, 2006). An important point made by Warners (2006) is that training is not a static affair but rather an ongoing, essential part of a law enforcement officer's career path. Consequently, while first-line supervisory training is essential for helping new supervisors become more effective at their jobs, additional supervisory training will be needed as individuals proceed along their career paths into higher-level management positions (Warners, 2006). The need for this training was clearly illustrated by Sergeant Rick's dilemma in handling a request for unscheduled time off by one of his subordinates, Officer Johnson, as discussed further below.

Evaluating Sergeant Rick's Handling of the Situation

To his credit, Sergeant Rick carefully weighed the alternatives in the situation involving Officer Johnson's request for an unscheduled day off to attend an important sporting event for his son. Moreover, Sergeant Rick clearly understood the implications of any decision he made and responded in a manner consistent with his reasoning. For instance, he recognized that approving Officer Johnson's request might be construed as favoritism toward a former friend and peer by his other subordinates. Conversely, approving the request would also create an additional workload for the other correctional officers under his supervision.

The decision by Sergeant Rick to allow Officer Johnson the opportunity to find another officer to cover his shift was appropriate. However, it is reasonable to suggest that his decision to ultimately disallow the request without first consulting his immediate supervisor, Lieutenant Murray, was premature. Given the interpersonal complexity of supervising former peers in a correctional setting, seeking guidance from a superior before rendering a final decision would have been a prudent and professionally sound course of action.

Conclusion

Effective front-line supervision in any organizational setting requires supervisors to possess the requisite skills and knowledge needed to guide others toward achieving a common goal. The process, however, can be complicated when individuals are promoted into positions of authority over former friends and peers who may be jealous or resentful of the new supervisor's position. Despite the challenges involved, the research consistently demonstrates that new supervisors require training to help them better understand their responsibilities and how best to fulfill them. The case of Sergeant Rick illustrates both the personal difficulties that can arise when supervision lacks a mentoring culture and the real-world consequences of inadequate first-line supervisory preparation.

References

Cadwell, C. M. (2006). First-line supervision. New York: American Management Association.

Uhl, J. (2010, June). Mentoring — Nourishing the organizational culture. The Police Chief, 66.

Warners, R. H. (2010, November). The field training experience — Perspectives of field training officers and trainees. The Police Chief, 59.

Stojkovic et al.: Chapters 9–10.