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Item Public sector managers of human services : their challenges and strategies : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work at Massey University, Manawatu, New Zealand(Massey University, 2016) Parker-van Eck, KirstenMiddle managers of human services in the public sector have a unique role that allows them to be part of the lives of clients and their families by implementing the strategic vision of political leaders. The expectations of middle managers can be complex and contradictory and therefore challenging. This research identifies the challenges middle managers of human services in the public sector encounter and the strategies that they have developed to deal with these. The support that senior managers in public sector organisations can offer to their middle managers in this process is also discussed. The study is qualitative and placed in a post-modernist position and social constructive perspective. Data is collected through the use of semi-structured interviews and examined using an interpretative thematic approach. The analysis identified a range of challenges for middle managers in the public sector and strategies these managers use to deal with them. Interestingly a number of identified challenges are also identified as a strategy depending on the support middle managers receive from the senior managers in their organisation. The findings identify that a strong strategic vision needs to be in place in public sector organisations to develop clear roles and responsibilities for middle managers with allocated resources. Middle managers need access to training, supervision and networking to deal with additional challenges such as changes in funding and information management. Recommendations are made to public sector organisations to support the development of effective strategies to deal with the challenges identified by their middle managers. Recommendations are made to middle managers in the public sector to prioritise and advocate for their own needs and requirements is they do for their clients and their staff. This research will support both senior and middle managers in public sector organisations in finding strategies to support middle managers to fulfil their role effectively.Item Difficult dilemmas : how are they resolved by secondary school middle managers? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration and Leadership at Massey University, Palmerston North, New Zealand(Massey University, 2012) Atkin, Gerard MartinResolving difficult dilemmas is an inescapable component of teaching. If teachers progress into positions of responsibility, middle management positions, the situations they are required to resolve become more complex, requiring a greater range of skills to effectively resolve. Little research has been undertaken to identify the factors influencing middle managers’ resolution of difficult dilemmas. Given that such situations occur frequently in teaching it is a gap in the knowledge base of the profession. This study began to fill that void by identifying the types of dilemmas arising most frequently in the work of secondary school middle managers and identifying the strategies employed when they resolve these dilemmas. Of particular interest was identifying the extent to which the example of the principal is an influencing factor as this is heavily intoned in much educational leadership literature. A qualitative study was dictated and an inductive approach utilising thematic analysis was employed to examine the personal accounts describing the resolution of dilemmas. Semi-structured interviews were used to elicit narratives describing occasions in which middle managers or their colleagues had resolved difficult dilemmas. Narrative analysis revealed that the multifaceted and busy nature of middle managers’ positions, and the constraints and obstacles existent in schools, are not conducive to considered and reflective resolutions to the difficult problems and dilemmas encountered. Middle managers take seriously their role in resolving the problems and dilemmas arising in their work. However little guidance is available to help them, or in their preparation for promotion into such positions. It was expected the example of the principal would exert a strong influence. However, this was not supported by data. Greater preparation for all teachers to assist them in recognising the values conflicting in challenging dilemma situations is essential so they are better placed to comprehend their moral duty in resolving such situations and can propose appropriate resolutions. The principal can play a significant role in developing this capacity.Item Insight : leadership training, organisational context, and transfer of learning : a case study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Business and Administration in Management at Massey University, Palmerston North, New Zealand(Massey University, 2011) Young, ArnoldThe transfer of learning remains a topic of interest with appeal for both researchers and practitioners. This research explores the transfer of learning from a leadership development training course from multiple perspectives and challenges traditional views on the relationship between formal training and work-based forms of learning. The research adopted a qualitative case-study approach and took a holistic, longitudinal, view of a leadership development training course offered by a large financial services organisation in New Zealand. Forty four course participants, their managers, peers and subordinates, course trainers and the organisation’s senior executives were involved over three time periods. Social processes were found to have limited influence on enhancing the transfer of learning but had significant influence on inhibiting transfer. Managerial and organisational support were particularly influential barriers to transfer, whereas peer and subordinate support were found to have much less influence on transfer. The role of formal training was viewed in a new light with the finding that formal training complemented other forms of workplace learning and acted as a vehicle for socialisation and the transfer of tacit knowledge. In contrast to the traditional view that formal training is irrelevant to the community of practice concept, this research found that formal training could facilitate participation, identity development and practice in established communities of practice as well as providing a basis for the formation of new communities of practice.