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Suggestions for Use of Instructor’s Manual This Instructor‘s Manual is designed to be used for a typical three-credit college course. It can also be used very easily for courses of greater or lesser length, at the instructor‘s discretion. In fact, the entire Manual has been designed to give maximum discretion to you, the instructor. Use it to guide your course as much as you need; let it support your own expertise, teaching techniques, and the unique needs of your class. There are detailed lesson plans for every chapter. These are intended to help you tailor your lesson plans to the needs of each class. Each chapter also has a number of Assignments offered. This puts more tools in your tool kit to help you get the best fit between the material and the student. There should be more here than you will need. There is an extensive bank of test questions. They will tell you how well your students are learning the material, and how well you are teaching them. Use them as starting points for your own test questions or use them as they are. In all cases, we have tried to help you get your students fully engaged as active learners. This book is very practice oriented. The lesson plans and test questions have likewise been developed to help students get their hands on the subject. With your skill as a teacher and as a leader, they will not only learn about Police Supervision; they will learn how to become Police Supervisors.

Course Introduction: Orientation to Supervision Activities Activity 1: Course Procedural Requirements Materials Needed:

1. Chalkboard/Whiteboard/Flip charts as desired 2. Chalk or erasable markers 3. Other visual aids as desired

Introduction:

1. Why understanding the rules of the school helps the student 2. How the class will be conducted 3. Discuss readings 4. Overview of course

Presentation:

1. What students can expect from the instructor 2. What is expected of students a. Assignments b. Classroom participation c. Exams/makeup policies

Grading policies

3. Discuss features of the syllabus, text book, bibliography 4. Method of presentation 5. Instructor, students, introduce themselves, any information about themselves they want to share, briefly describe the motivation for taking the class 6. Motivation: Discuss why it is essential for supervisors to master the principles and techniques of supervising people a. Improve personal effectiveness b. Improve organizational effectiveness c. Maintain high morale and reduce grievances d. Make the job easier e. Increase capacity for promotion 7. Make the transition into a new position more comfortable

Assignment:

1. Collect any Activities from the preceding chapter 2. Read the next chapter 3. Be prepared to discuss Applied Knowledge Questions and Questions

at the end of the chapter 4. Assign selected Activity(s) for this chapter or for the next chapter as appropriate

Application:

1. Have students discuss strictly supervisory tasks required of a police supervisor. Identify supervisory problems and successes they have seen or heard about.

Chapter 1 The Supervisor’s Role CHAPTER OVERVIEW Line supervisors have the most important supervisory role in the police department. They are the greatest influence on organizational productivity, as well as worker performance and morale. The position requires human relations skills, technical and organizational knowledge, and managerial expertise. CHAPTER OBJECTIVES 1. To become acquainted with the supervisor‘s role 2. To gain an understanding of the basic responsibilities of the supervisor 3. To become familiar with the supervisor‘s objectives LECTURE OUTLINE Supervisory Position Technical and Supervisory Competence Organizational Knowledge Basic Supervisory Responsibilities Transition from Officer to Supervisor Summary Review Questions Exercises ADDITIONAL CLASS ACTIVITIES Activity 1: The pivotal organizational role of the Sergeant Materials Needed:

1. Chalkboard/Whiteboard/Flip charts as desired 2. Chalk or erasable markers 3. Other visual aids as desired

Assignment:

1. Read the next chapter 2. Be prepared to discuss Exercises and Questions at the end of the chapter 3. Assign selected Activity(s) for this chapter or for the next chapter as appropriate

Review:

1. Key points of the preceding chapter 2. Discuss any Assignments from the preceding chapter

Introduction:

1. Point out how supervisors exercise such strong influence over their subordinates. 2. Have students give examples of how poor supervisory practices affect productivity, performance, and morale.

Presentation:

1. Distinguish supervision from management. 2. List supervisory skill areas on a visual aid. Discuss how each is used. 3. Discuss the supervisor‘s need for technical knowledge, and how much of that knowledge the supervisor needs in order to be effective. 4. Discuss the importance of communication. 5. Discuss Basic Supervisory Responsibilities.

Review:

Key points

Application:

Discuss Exercises at the end of the chapter as time permits

Test:

Have students answer questions at the end of the chapter, time permitting

ADDITIONAL ASSIGNMENTS Assignment #1: Some Organizational Basics 1. Prepare a Table of Organization of your Department or simulate one. 2. Show the various levels of hierarchy. 3. Identify lines of authority. 4. Identify staff positions. 5. Show the span of control of: a. The Chief Executive b. A Division Commander c. A typical Lieutenant

d. A Patrol Sergeant Assignment #2: Some Basic Supervisory Responsibilities Research three different police agencies: a municipal Police Department, a County Sheriff‘s Department, and any third, different type of agency you choose. For each agency, list examples of each basic supervisory responsibility:        

Planner Personnel Officer Trainer Coach Counselor Controller Decision-maker and Communicator Leader

Write a report in which you compare and contrast how the basic supervisory responsibilities are similar, and in what ways they are different. Analyze why this is so. SUGGESTED ANSWERS TO END-OF CHAPTER REVIEW QUESTIONS 1. Management denotes the process of directing and controlling people and things so that organizational objectives can be accomplished. 2. While management is the process of directing and controlling people and things so that organizational objectives can be accomplished; supervision, as part of the management process, refers to the act of overseeing people. 3. Supervisors should prepare themselves for the position by gaining knowledge and understanding of the policies, rules, procedures, practices, functions, and objectives of the organization. Successful supervisors will understand the legal ramifications of their office; obligations, liabilities, and responsibilities for the acts of their subordinates under the law; and the restrictions under which they operate. 4. The basic supervisory responsibilities are: 



Planner Supervisors should familiarize themselves with work simplification practices to bring about greater efficiency in their organization through the streamlining of procedures, reduction of paperwork, and effective use of personnel resources. Personnel Officer Supervisors should strive to assign their subordinates as scientifically as possible to the positions for which they are best suited and to the places and at the times where they are most needed. Trainer The best supervisors develop their abilities to train their employees to be efficient, effective producers who gain satisfaction from their work. Coach Supervisors share their knowledge and expertise, and let employees know how they can improve performance. It can be an excellent motivational tool that stimulates employees to achieve peak job performance.



 

Counselor Counseling relates to the supervisory practice of actively listening and responding to employees‘ complaints, grievances, and problems. The counseling goal here is to improve performance. Controller The supervisor must make proper follow-ups to determine that rules and regulations have been followed and orders properly executed. Decision Maker and Communicator When supervisors make decisions, they often help shape policy for the organization. Leader Every supervisor has an inherent responsibility to motivate their subordinates by giving them positive incentives that will encourage them to achieve and maintain a high level of efficiency.

Chapter 2 The Supervisor’s Function in Organization, Administration, and Management CHAPTER OVERVIEW An organization is a structure through which people coordinate their efforts to accomplish common goals. The supervisor is responsible for leading their efforts to keep the work focused on the organization‘s objectives. The supervisor accomplishes this through several administrative functions, including planning, directing, and controlling. Delegation is one of the supervisor‘s most important tasks, which allows them more time to supervise while also increasing the workers‘ capabilities. CHAPTER OBJECTIVES 1. To gain an understanding of the types of organizational structures and how they can be used to aid in the management process 2. To become familiar with the supervisor‘s administrative functions 3. To become acquainted with the fundamental principles of organization, administration, and management 4. To gain an appreciation of how the tenets of administration and management affect the supervisor LECTURE OUTLINE Accreditation Administrative Functions Basic Organizational Structures Division of Work Unity of Command

Span of Control Delegation The Exception Principle Delegation of Staff Projects Summary Review Questions Exercises LIST OF CHANGES/TRANSITION GUIDE Updated Accreditation section

ADDITIONAL CLASS ACTIVITIES Activity 1: Supervisor’s Administrative Functions Materials Needed:

1. Chalkboard/Whiteboard/Flip charts as desired 2. Chalk or erasable markers 3. Other visual aids as needed

Assignment:

1. Collect any Activities from the preceding chapter 2. Read the next chapter 3. Be prepared to discuss Applied Knowledge Questions and Questions at the end of the chapter 4. Assign selected Activity(s) for this chapter or for the next chapter as appropriate

Review:

1. Key points of the preceding chapter 2. Discuss any Assignments from the preceding chapter

Introduction:

1. Explain how the supervisor can do their job better with an understanding of the principles of organization, administration, and management 2. Discuss why planning is the first administrative function

Presentation:

1. How can we define an organization 2. What are the administrative functions of management a. Review POSDCORB b. Have students give examples of each function c. Discuss the planning function at each level of authority d. Discuss the features of each type of plan, examples of each, 7 Copyright © 2024 Pearson Education, Inc.

and the level at which they are typically made: (1) Policies (2) Fiscal plans (3) Procedural plans (4) Tactical plans (5) Operational plans (6) Auxiliary services plans Activity 2: Organizational Structure Introduction:

1. Explain why a good organizational structure will perform poorly without good administration a. Give examples of what happens when direction and control are absent b. Explain why leading, directing, and controlling people are most important at the line supervisor‘s level

Presentation:

1. Types of organizations (Visual aid) Lines of authority and responsibility a. Have students distinguish various types of visual aids b. Have students discuss the advantages and disadvantages of each 2. Give the four bases of dividing work a. Have students give examples of each b. Describe how the principles of Specialization and Productivity are applied to the division of work 3. Discuss the application and purpose of Unity of Command 4. Span of Control a. Have students describe the different limiting factors

Activity 3: Delegation Introduction:

1. Criticality of Delegation a. Have students give examples of reasons for Delegation (1) How is Delegation a form of training b. Have students give examples of Failures of Delegation c. Discuss the correct process

Application:

the span they selected. Have students give examples of the tasks that may be delegated at each level and assignment 2. Discuss Applied Knowledge Questions as time permits Review:

Key points

Application:

Discuss Exercises at the end of the chapter as time permits

Test:

Have students answer questions at the end of the chapter, time permitting

ADDITIONAL ASSIGNMENTS Assignment #1: Organization Structure and Administrative Functions 1. Prepare an organizational chart for any one of the following: a. A professional football team b. An auto manufacturing plant c. A donut franchise d. A company Christmas party committee e. Any other organization assigned by the instructor 2. Display the following: a. The level of execution b. Lines of authority c. Staff functions 3. Answer the following: a. Justify the spans of control you assigned b. Justify the number of levels of authority you assigned c. How did you determine your division of labor and specialization 4. Identify where each element of POSDCORB is performed Assignment #2: Delegation 1. Assume you are the Sergeant in charge of a patrol sector. Which of these tasks would you delegate, and why? a. A traffic post b. A neighborhood watch meeting c. A bias crime investigation d. A training session on a new sick time policy 2. Assume you are the Lieutenant in charge of the Auto Theft Squad. Which of these tasks would you delegate, and why? 9 Copyright © 2024 Pearson Education, Inc.

a. The interrogation of a suspect b. Investigation of a citizen complaint against the Squad Sergeant c. Coordination of a surveillance operation d. Preparation of a statistical report on auto thefts for the past year 3. Assume you are the Captain in charge of the Communications Division. Which of these tasks would you delegate, and why? a. Preparation of the biennial budget request b. Research into a new radio system c. Supervision of the Dispatch Center d. Re-writing the Procedures for Equipment Requisition

Assignment #3: Plans 1. Write a plan for a Patrol Squad to manage the St. Patrick‘s Day Parade. Be prepared to answer: What kind of plan is this? Who typically writes it? 2. ―We believe that the reason this agency exists is to serve the people of the Township, to uphold the Constitution, and to prevent and investigate crime.‖ What kind of plan is this? Who typically creates it? Write a plan stating the Police Department‘s position on investigating citizen complaints against its personnel. 3. Locate a Police Department‘s plan on the correct way to investigate incidents of Domestic Violence. Be prepared to answer: What kind of plan is it? Who wrote it? Why is it not more specific than it is? Why is it not less specific than it is?

SUGGESTED ANSWERS TO END-OF CHAPTER REVIEW QUESTIONS 1. Planning: working out in broad outline the things that need to be done and the methods for doing them to accomplish the purpose set for the enterprise. Organizing: establishing the formal structure of authority through which work subdivisions are arranged, defined, and coordinated for the defined objective. Staffing: the whole personnel function of bringing in and training the staff and maintaining favorable conditions of work. Directing: the continuous task of making decisions and embodying them in specific and general orders and instructions and serving as the leader of the enterprise. Coordinating: the all-important duty of interrelating the various parts of the work. Reporting: keeping those who the executive is responsible for informed as to what is going on, which includes keeping themselves and their subordinates informed through records, research, and inspection. Budgeting: all that goes with budgeting in the form of fiscal planning, accounting, and control. 2. An organization is a structure through which people work as a group. 3. The formally structured and recognized relationships within the organization will have superimposed on them the informal groups, with their own leader or leaders, unrecognized on the organizational charts. Through these natural leaders, often without bars or stripes, the wise supervisor will accomplish many of their objectives. These natural leaders are called 10 Copyright © 2024 Pearson Education, Inc.

informal leaders. 4. Regardless of what basis is used for, this division—whether work is apportioned according to function performed, as in the laboratory; by area, as in a system of precincts, geographic divisions, or beats; by clientele handled, as in youth activities or juvenile offenses; or by purpose, as in public relations activities, traffic control, etc.—the division must be logical and practicable. 5. Assigning to each worker the fewest possible kinds of tasks or operations in order to improve the quality. 6. Increasing the quantity of work, thereby giving the highest class of work to suit the worker‘s natural abilities. 7. The unity of command principle requires that every employee be under the direct command of but one superior. It is recognized that the principle occasionally is violated in organizations that function exceptionally well despite what is classically considered almost a fatal breach of an inviolate principle. Close analysis will probably reveal, however, that such organizations operate effectively because of exceptional leadership. 8. The span of control relates to the number of subordinates who can be supervised effectively by one supervisor. This limit is small, from three to five at the top level of the organization, and broadens at the lower levels. It is dependent on such factors as the capacities of the supervisor and those supervised, the types of work being performed, and the complexity of the work. Other determining factors include the area covered by it, the distances between elements, the time needed to perform the tasks, the homogeneity of operations, the types of persons served, and the effectiveness of managers. 9. Those supervisors who refuse to allow anything to be done except under their direct control are the primary causes of the crippling bottlenecks that slow or stop effective operations. Delegation is done poorly when supervisors allow their subordinates to delegate upward more quickly than they learn to delegate downward. There could be many reasons why supervisors do not delegate: they have not learned how they have never really appreciated the training value of delegating or the need for avoiding routine tasks that others can do better (and sometimes more economically), they have an overabundance of confidence in their own capacity for detail, or they do not have confidence in the subordinates. 10. Ultimate responsibility rests with the supervisor, not the delegates. Although many activities can be passed down to others through the process of delegation, the supervisor cannot avoid the responsibility for such activities. Many supervisors have suffered dire consequences by assuming that a job entrusted to a subordinate relieved them of their responsibility for completing the job. They should be encouraged to delegate all possible tasks to the lowest possible level in the organization where the necessary ability to perform them exists, but in so doing, they do not shed their responsibility for the completion of the task and their accountability for the results. 11. Proper delegation frees supervisors from many routine tasks and enables them to devote more of their time to broader planning activities. In addition, it provides other worthwhile benefits to employees to whom jobs are delegated. It allows them to increase their job knowledge by performing new tasks that are not ordinarily their responsibility. It is an excellent tool for developing personnel for positions of greater responsibility and for increasing their initiative in accomplishing new tasks. 12. The exception principle specifies that the head of an organization or unit within it should not find it necessary to act personally on each matter coming under their general jurisdiction. Rather, they should have to act only on those exceptional matters that require their personal 11 Copyright © 2024 Pearson Education, Inc.

attention. 13. The principle of completed staff work requires that the person to whom work has been assigned through the delegation process complete it so that the only thing left to be done by the person who delegated it is to approve it. 14. The ability of supervisors to perform complex duties efficiently and well will depend to a large degree on how skillfully they can delegate routine tasks to others and to retain for their personal attention only those exceptional matters they should handle themselves. The more effective this delegation process is the fewer bottlenecks that will be created in the operations of the unit. In addition, supervisors will be freed to engage in the broader context of planning, creative thinking, and essential external relationships. The effectiveness of this process of delegation is largely dependent on how well subordinates have been trained both to assume responsibility for routine acts and decisions for which they are equipped and to engage in completed staff work.

Chapter 3 Leadership, Supervision, and Command Presence CHAPTER OVERVIEW Leadership gains willing obedience in working toward organizational goals. It can be learned by understanding and developing its characteristics: psychology, integrity, personality, and others. Human relations skill ranks highly among these characteristics because it supports critical leadership tasks such as praising and disciplining employees. Each style of leadership has strengths and weaknesses. Proven techniques can help to avoid common stumbling blocks. CHAPTER OBJECTIVES 1. To become acquainted with the principles of leadership development 2. To become familiar with the types of leaders and the characteristics of each 3. To gain an understanding of the techniques of supervising marginal employees 4. To gain an appreciation of the need for applying good human relations in supervising employees 5. To become acquainted with the basic criteria for decision-making LECTURE OUTLINE Development of Leadership Ability Types of Leaders Situational Leadership Transformational Leadership and Empowerment Selection of a Leadership Style Command Presence and Leadership Elements of Leadership Motivation of Employees Situational Analysis and Self-Appraisal Leadership Characteristics Personality of a Leader Human Relations and Leadership Knowledge of Subordinates Supervision of the Marginal Employee Order Giving Decision-Making Drawing of Conclusions Moderation in Supervision Fraternization Example Setting 13 Copyright © 2024 Pearson Education, Inc.

Female Supervisors Supervising a Diverse Workforce Supervising the Multigenerational Workforce Avoidance of Gender Bias and Harassment Symptoms of Leadership Failure Leadership Issues in Community Policing Magnifying Community Policing through Social Media Summary Review Questions Exercises LIST OF CHANGES/TRANSITION GUIDE Updated Supervising a Diverse Workforce Updated Supervising the Multigenerational Workforce Updated Avoidance of Gender Bias and Harassment ADDITIONAL CLASS ACTIVITIES Activity 1: Studying Leadership Materials Needed:

1. Chalkboard/Whiteboard/Flip charts as desired 2. Chalk or erasable markers 3. Other visual aids as desired

Assignment:

Review:

1. Key points of the preceding chapter a. Discuss any Assignments from the preceding chapter

Introduction:

1. Explain the meaning of leadership a. Leadership has been extensively studied so it may be replicated

Presentation:

1. Discuss former Navy Seal Jocko Willink‘s view of leadership 2. Basic factors in leadership development 3. Have the students describe each of the three types of leaders and the strengths and weaknesses of each style: 14 Copyright © 2024 Pearson Education, Inc.

a. Autocratic, Democratic, Free-rein 4. Discuss Situational Leadership a. Distinguish Task Behavior from Relationship Behavior b. Distinguish Ability from Willingness 5. Have students give examples of each of the four readiness levels, and the correct leadership style for each 6. Discuss the elements of leadership: a. Command Presence b. Ethics c. Common Sense d. Psychology of motivation 7. Have students give examples of positive and negative incentives and the effect of intangible incentives 8. Have students list characteristics of good leaders, and name persons exhibiting those characteristics. Activity 2: Practicing Leadership Introduction:

1. Describe how a supervisor can increase their capacity for leadership 2. Point out how the supervisor‘s job will become easier and more effective if they become adept in applying the tenets of leadership

Presentation:

1. Discuss the human relations skills reflected in commending workers and in criticizing workers. 2. Have students describe ways of giving orders that demonstrate appropriate human relation skills. Have students describe the marginal employee a. Have students name problems associated with the marginal employee b. Have students discuss some methods for handling the marginal employee 3. Discuss the six steps of decision-making 4. Why is over-supervision a common problem? 5. What are the effects of fraternization? 6. Have students list good and bad examples set by supervisors 7. Why are women and people of color often not accepted by coworkers? 8. Discuss common actions that may constitute gender harassment 9. What are some symptoms of leadership failure? 10. What is the most common cause?

Review:

Key points

Application:

Discuss Exercises at the end of the chapter as time permits

Test:

Have students answer questions at the end of the chapter, time permitting

ADDITIONAL ASSIGNMENTS Assignment #1: Leadership Styles. Individual Assignment For each of the following people, choose the term you think best describes their leadership style: Autocratic, Democratic, Free-Rein. Justify your choice. 1. Former Secretary of State Colin Powell 2. William Bratton 3. George Steinbrenner 4. Bill Gates 5. The Director of the Theoretical Physics Lab at UC Berkley Assignment #2: Situational Leadership. Group Assignment Make a video or other visual presentation (recording from TV, downloaded from a file-sharing website, PowerPoint or any other resource,) three different video clips: 1. A situation in which a police officer uses force 2. A vehicle pursuit 3. A situation involving a police officer interacting with a supervisor 4. A non-arrest situation involving a police officer interacting with a citizen 5. Any other situation involving police Show them to the class and discuss the following: 1. What Readiness level do the officers appear to have? What is there Ability, and what is their Willingness? 2. What Leadership behavior should their supervisor use? How much Task Behavior? How much Relationship behavior? Assignment #3: Leadership Characteristics. Group Assignment Present four different current news items involving police: two involving successful, positive situations, and two involving actual, or potential, problems. (For group assignment) Discuss these questions with the class. (For individual assignment) Answer these questions. 1. What actions did supervisors take in each of these situations? If that is not clear, speculate as to what actions you think the supervisors took. What leadership characteristics do those actions display?

2. List some common mistakes supervisors might make in those situations. What leadership characteristics would be lacking with those actions? 3. Have the class give examples of positive actions the supervisors might take. What leadership characteristics are needed to support those actions? SUGGESTED ANSWERS TO END-OF CHAPTER REVIEW QUESTIONS 1. Autocratic leader: highly authoritative, makes decisions alone with no input and subordinates often do not feel part of the team, never lets anyone forget who is the boss, rules through fear, intimidation, and threat. This style works best in emergencies. Democratic or participatory leader: seeks ideas and suggestions from subordinates, works with employees not over employees, keenly aware of the human factor and as a result, gets better performance from subordinates. Free-rein or laissez-faire leader: exercises a minimum of control, seldom gives subordinates the attention or help they need, usually doesn‘t work well and is usually concerned about being liked by employees. 2. Command presence is the natural manner of an individual indicating a complete command of their mental and physical faculties and emotions. It encompasses the qualities of dignity, selfassurance, and poise. It is that outward appearance that denotes that the person has the ability and qualifications to take command of any situation. When leaders have command presence, they remain cool, calm, and collected in the face of conflict and exert confidence and selfcontrol while handling a crisis. It is often said that command presence is best reflected by leaders who look calmer and calmer as things get worse and worse. The leader‘s attitude quickly permeates a group. If they display anxiety, the group members will develop it and will not perform well in this atmosphere of anxiety and tension. 3. Ideally, every leader should possess the following traits: Friendliness, sincerity, affection for others, and personal warmth. A long face should be seldom (if ever) the face of the leader; neither should a pessimistic or negative attitude. A sincere expression of pleasure when a greeting is indicated, especially to a subordinate, has inestimable value. A person‘s birthday, a promotion, a wedding, or the birth of a child are some of the big events in life. A warm, sincere handclasp or a word of congratulation takes little time and is worth every moment it takes in these and similar cases. Enthusiasm for the job and all it entails. Sincerity and the ability to display it are vital traits of the leader. Zeal to do the right thing and to get the job done is extremely contagious and is quickly felt by others. Ambition. Within reason, ambition is desirable; however, it must be controlled, or it can become a millstone around the supervisor‘s neck. It should never result in the taking of credit belonging to another. Neither should selfishness and vanity be allowed to corrode the supervisor‘s career. Energy and vitality. Being a leader requires much physical stamina and a high frustration tolerance. Good leadership and hard work seem to go hand in hand. Diligence and industry are essential to effective leadership. Moral and physical integrity. Real leaders have moral as well as physical courage. They have a sense of direction and purpose, with clear goals in mind. They take personal responsibility. They know where they want to go and what they want to do. They do not make promises; they do not intend to keep because their word is their bond. It is more important that they are trusted and respected than liked. Subordinates expect their leaders to be honorable, to know right from wrong and justice from injustice, and to be fair to all 17 Copyright © 2024 Pearson Education, Inc.

without prejudice. A leader is expected to pursue the truth at all times. They are expected to keep their personal and professional life above reproach and, by their conduct, to be a credit to those in the organization and profession. ―Our values—the core beliefs that drive our behavior—determine our character, our ethics, and our potential as a leader.‖ Intelligence. It has been shown that successful leaders almost invariably have more intelligence than those they lead. They have a sense of imagination and humor. They are capable of making objective observations. They have a questioning attitude that helps them in their search for the truth in all matters. They have vision and insight, for without them, they will fail as a leader. They have a highly developed ability to see all sides of a question and draw commonsense conclusions from the evidence at hand. Technical skill. Most successful leaders have a technical mastery of the job, including the teaching skill, which often takes the place of order giving, but leadership proficiency is not dependent on technical ability to do the job itself. Supervisors can be highly successful if they have a reasonable understanding of what the job requires and have a mastery of the leadership abilities necessary for getting it done. Faith. Leaders have faith and confidence in themselves and their subordinates. Employees will seldom have confidence in an individual who has no confidence in themselves. Verbal Aptitude. A large amount of experimental work supports the conclusion that the most successful leaders are verbally capable. They are persuasive and tactful. Few attributes are more important in dealing with others without generating friction. Courtesy. Common courtesy demands that politeness is an activity that must be practiced at all times. Modesty. Real leaders can afford to be modest and practice humility. Their accomplishments will attest to their value without them constantly reminding others of their greatness. 4. The objective of good human relations should be the greatest production in the shortest possible time with the minimum energy and the maximum satisfaction for the producers. 5. The supervisor should follow the adage, ―Commend in public but criticize in private.‖ Criticism, like commendation, should not be neglected when it is indicated. It can be constructive or destructive, depending on the manner employed in dispensing it. One of the most frequent complaints of workers is that criticism comes readily but praise seldom. Complimenting or giving praise when it is not merited, however, soon dilutes its value and is seldom effective. Likewise, insincere commendation soon loses its motivating effect. 6. Using indistinct speech or poor word selection, giving orders in a disordered or haphazard manner, giving too many orders at one time or too much detail in one order (assuming that the receivers understand clearly what is expected of them), and neglecting to follow up are some of the most prevalent reasons for failures in order giving. 7. Direct commands: Orders may best be given by command when emergent conditions require direct, prompt action. Requests: Most orders should be framed as requests. Employees will often resent an authoritarian, dictatorial method. The capable, conscientious, responsible subordinate usually requires nothing more than a request. Implied or suggested orders: Implied or suggested directives can be employed to good effect with the reliable employee who readily assumes responsibility for a task Requests for volunteers: The call for volunteers should be used with care so that it will not become a simple expedient for escaping the responsibility of making assignments or issuing orders that are in the best interests of the organization.

8. The decision-making process involves several steps. First, there must be an awareness that a real problem exists. An appreciation of its ramifications and recognition of a need for a decision must be present. The proper answer to the wrong question is no solution to the real problem. To deal with an apparent problem without knowing that it is merely a symptom of the real one may result in an incorrect solution to the right problem or an inappropriate solution to the wrong one. Second, facts must be obtained. Opinions of others may be needed as supportive data when subjective decisions are involved. Third, when sufficient data have been collected, they must be evaluated and analyzed. Reliability of the source of the data must be tested, just as the facts themselves are. Once the real problem has been identified, concentration can be focused on the solution. Personal bias should be eliminated in the analysis. Fourth, alternative approaches leading to a logical conclusion should be decided on, and probable consequences of each should be weighed. Possible conflicts among those who are to implement the decision must be considered. This involves insight. The effect of each alternative on the objective should be considered in determining the best course of action indicated by the facts at hand. Fifth, a decision must be selected from alternative solutions. This involves value judgments in selecting the solution that allows action to follow in carrying out the decision. Consideration should be given to the time and the setting in which the action is to be carried out and to the long-term results from choosing one alternative over another. The pros and cons should be carefully considered and weighed. Sometimes, a secondary option for carrying out the mission might be necessary as a contingency measure in the event the primary decision is found to be unworkable or cannot be followed because of unforeseen circumstances. Sixth, the decision must then be communicated to those who must carry it out. 9. Over-supervision is perhaps the most common failing of inexperienced supervisors. It arises from the failure to delegate tasks, because of either a lack of confidence in the subordinates or a disinclination to relinquish what they think are their supervisory prerogatives. When supervisors take it upon themselves to do their subordinates‘ work, the employee‘s initiative is corroded, and the morale invariably suffers. Subordinates do not expect superiors to do their work and do not respect them for it when they do. 10. There are many symptoms of leadership failure. The appearance of selfishness, suspicion, envy, failure to give credit, hypercriticism, and arbitrariness will usually denote weaknesses, if not downright failure, of an individual as a leader. When supervisors exhibit these characteristics to a marked degree, they are not fit to direct and control others. If the level of discipline in an organization is low, if its standards of conduct and performance leave much to be desired, or if the organization is riddled with disloyalty, mistrust, and self-interest, its leaders have failed; failure will inevitably result in reduced productivity, low morale, and poor organizational spirit. 11. Most officers have grown up in a culture of masculine dominance, and sometimes supervisors who are women are subjected to unfair criticism while performing similar duties as compared to their counterparts who are men. A supervisor who is a woman is often required to prove herself over and over. She may find that she is expected to be more cautious in her personal conduct and performance than the supervisor who is a man because an inordinate amount of attention is focused on her. This sexist attitude is totally unjustified but does exist, and since it does, she must dispel it as soon as possible to reduce resistance to her supervisory efforts. The solution seems to be for her to develop leadership abilities, prepare herself technically for her position, and scrupulously avoid the commonly recognized leadership weaknesses that often lead to supervisory failure. Some of these include indulgence in wrongdoing or misconduct, vacillation in the decision-making process, and unfairness. If any of these characteristics are observed in a woman, they may only serve to fortify the stereotyped opinions of those who contend that women are not good leaders. 19 Copyright © 2024 Pearson Education, Inc.

12. Incentives such as recognition by supervisors and peers, praise, the opportunity for development, an interesting and challenging job, increased responsibility, advancement, and fair treatment by supervisors are strong forces in motivating people and can usually be directly controlled by supervisors. When incentives are properly applied, they result in satisfaction and pleasure. People tend to repeat behavior that produces these sensations and discontinue behavior that does not. Recognition is a strong motivating force in people. The supervisor can make good use of this force by giving employees credit for their accomplishments as a means of satisfying their drive for recognition.

Chapter 4 The Training Function CHAPTER OVERVIEW One of the principle duties of supervisors and perhaps one of the most important responsibilities is the training of subordinates. It has been stated that the incidence of personal misconduct and performance failures are related to the quality and extent of the employee‘s training. Training failures are usually the result of administrative failure to give supervisors an understanding of their responsibilities for this function and some instruction on how to proceed. Supervisors will perform their training mission with greater effectiveness if they are armed with an understanding of the several principles of learning and teaching, which have emerged from studies by psychologists and educators. Training must be focused on general objectives, which are the work behaviors to be changed. The instructor must conduct a proper job analysis to identify the key parts of the targeted task. This provides the basis of the five-step lesson plan. The lesson plan is the single most important tool in the instructional process; all the teaching methods and techniques that follow in this chapter will not work without following the lesson plan. CHAPTER OBJECTIVES 1. To become acquainted with the need for and the importance of training 2. To become familiar with the principles of learning and their application to training 3. To gain an understanding of the learning process 4. To display an understanding of how to prepare a lesson plan 5. To become acquainted with the five steps of teaching and how each can be accomplished LECTURE OUTLINE Importance of Training Instruction as a Supervisory Responsibility Need for Training Principles of Learning Learning Process Variables Andragogy Learning Patterns Instructional Goals and Specific Objectives Analysis of Job Tasks and Material Selection Lesson Plan Learning by Association Five Steps of Teaching General Problems Affecting Teaching Method Common Causes of Teacher Ineffectiveness Teaching Methods 21 Copyright © 2024 Pearson Education, Inc.

Staff Meetings Use of Questions Use of Teaching Aids Types of Teaching Aids Summary Review Questions Exercises ADDITIONAL CLASS ACTIVITIES Activity 1: Criticality of Training Materials Needed:

1. Chalkboard/Whiteboard/Flip charts as desired 2. Chalk or erasable markers 3. Other visual aids as desired

Assignment:

Review:

1. Key points of the preceding chapter 2. Discuss any Assignments from the preceding chapter

Introduction:

1. The constant need for training a. New laws, procedures, to correct errors or highlight good work, refresh skills/knowledge b. Includes formal training, roll call training, field training c. Responsibility to train even if no formal program exists 2. Supervisor must understand principles of training and be adept at conducting training. Two questions that you will pose to the class: a. What is your goal in taking this course? b. What are the specific objectives needed to reach that goal? 3. Explain that a detailed Job Analysis helps an instructor to identify the steps that are presented to help students learn 4. The Lesson Plan flows from that Analysis 5. Hands-on teaching techniques have been found and developed by researchers, psychologists, and experience of teachers.

Presentation:

1. Discuss the causes of training failures 2. Discuss the effects of training failures: a. Low morale, waste, frustration b. Preventable errors c. Monetary costs to the agency 3. Have students give real-life examples of actions that produce each of these effects 4. List principles of learning as they are discussed 5. Have the students discuss how these principles apply in formal training, roll-call training, and field training 6. List the factors and processes that affect learning 7. Discuss how each affects training 8. Define and give examples of general and specific objectives 9. Discuss Job Analysis a. Review Sample Job Analysis b. Describe the index card method of gathering material for job analysis i.

Use of index cards

ii. 1 key point per card iii. Logical order not yet needed iv. When enough key points are gathered to complete the operation that will be taught, arrange the cards in logical sequence v. Fill in supporting data as needed vi. This now becomes the Presentation step of the lesson plan 10. Discuss Lesson Plan Activity 2: Teaching Process Presentation:

1. Five steps of teaching a. Discuss the content and purpose of each step b. Describe how each step can be accomplished 2. Discuss some common failures of teachers a. Oversimplification b. Aimlessness c. Unnecessary material d. Lack of teacher‘s competence in the topic 3. Have students give the advantages and disadvantages of various methods of teaching a. Lectures 23 Copyright © 2024 Pearson Education, Inc.

b. Demonstrations c. Group discussions d. Special uses of role-playing in improving performance in stressful situations 4. Discuss how staff meetings can be used as a training medium 5. Types of questions and their uses 6. Preparation and use of teaching aids a. Importance b. Types (Projected aids, charts, handouts, etc.) c. Preparation d. Uses Review:

Key points

Application:

Discuss Exercises at the end of the chapter as time permits

Test:

Have students answer questions at the end of the chapter, time permitting

ADDITIONAL ASSIGNMENTS Assignment #1: Misconduct as a Training Failure

Find three different examples, real or fictional, on police misconduct. Sources can include news items, police books (fiction or non-fiction,) or any other source. Identify how these incidents can be understood as training failures. Explain what kind of academy or in-service training could have prevented the misconduct from occurring. Explain what kind of on-the-job training a supervisor could do to prevent such misconduct. Assignment #2: Preparation for Teacher-Training Exercise Class presentations of this exercise will require 3-8 class hours depending on total course duration. The Teacher-Training Exercise will follow Chapter 5, scheduled at the Instructor‘s discretion. Do the following steps to start preparing your Teacher-Training Exercise. Get the Instructor‘s approval for your training topic, and its general and specific objectives. Use your Instructor as a resource to help you develop your lesson plan more fully. You will train your classmates in a later class, using the lesson plan you develop. 1. Select 2-3 topics you would like to teach. Review them with your instructor to select the best one. Alternative: The instructor assigns topics. Plan for the presentation to go 5-10 minutes. 2. Do a Job Analysis for the job that your topic addresses. Relate the training topic to that analysis. 3. Determine your general and your specific objectives to be accomplished by the lesson.

4. Start a list of the points you need to cover in order to effectively teach your topic. 5. Keeping the principles of learning in mind, start arranging your points in a logical way. 6. Make a list of statistics, quotes, pictures, items, or any other teaching aids that can help you teach the topic. 7. Select the method of teaching best suited to your topic. 8. Start writing your 5-step lesson plan. 9.

Starting with your list of points already developed, use the Index Card Method to write the Presentation step.

10. Complete your lesson plan. 11. Review your lesson plan with the instructor. 12. Practice presenting your lesson.

13. Review your preparation with the instructor to make sure you are on the right track. SUGGESTED ANSWERS TO END-OF CHAPTER REVIEW QUESTIONS 1. When the training function is performed poorly or not at all, low morale, waste, frustration, and preventable errors inevitably follow. 2. When new policy and procedures are implemented, trainers may encounter some resistance. Customs, practices, or traditions might affect the form the supervisor‘s instruction will take. If, for example, the techniques of teaching personnel how to shoot have traditionally been adapted for single-action target shooting, considerable resistance might be encountered if they attempt to shift emphasis to combat shooting. They will often be forced to improvise so that their methods will meet the needs of the moment. The basic techniques of teaching apply to all forms of training, whether it is the teaching of an officer to photograph a crime scene, investigate a traffic accident, or prepare a crime report. If a police stakeout is involved, the instructor may be required to demonstrate how a shotgun may best be carried to the scene. They may be concerned with such simple procedures as loading or unloading the gun, engaging or disengaging the safety, or checking ammunition. They can never be certain that their subordinates are familiar with these critical procedures, and they can ill afford to assume that they will all remember such routine procedures or even that they have been exposed to them. At the scene of a crime, the supervisor may be called on to refresh the new officer in the basic techniques of dusting a surface for latent fingerprints as well as photographing, lifting, and preserving them. They may be required to impart detailed tactical, technical, or procedural information in a more formal classroom setting relative to the control of public disorder or to instruct their subordinates in field deployment plans to be used in their response to robbery or burglary calls. They may be assigned the task of passing on specific information regarding a new procedure and its background, or they may be called on to discuss the specific elements of crimes or selective enforcement procedures. 3. The benefits to be derived from an effective training program are not immediate, nor are they easily measured; long-term results do occur, but these are usually subtle. A reasonably accurate assessment of the benefits of training can be made from the observations of those who are in a position to compare pre-training and post-training performance. Precise measurements of results in activities such as law enforcement are difficult because of the many abstract reactions brought about by training. Results may be reflected in a multitude of factors such as higher morale, less job stress with its high economic cost, greater esprit de corps, a lessened need for punitive discipline, greater effectiveness in crime suppression, increased public support and confidence, fewer errors, better decisions by the police, and a feeling of security by members of the community. 25 Copyright © 2024 Pearson Education, Inc.

4. Principle of Readiness is when conditions in the learner‘s environment are such that they establish in students an attitude favorable to learning. The teacher‘s efforts in establishing such favorable conditions are of vital importance to the learning process. Principle of Effect is when learners are in a state of mental readiness in a favorable environment, efficient learning is possible. The effect of their success in learning is a pleasurable sense of satisfaction. Students strive to continue that which provides a pleasant effect, so they continue to learn. Principle of Repetition is when experiences are pleasing or satisfying, there is usually an accompanying desire to repeat the experience. Repetition builds habits that, if correct, lead to success, satisfaction, and a desire to repeat what produces pleasure. 5. All supervisors should have a basic understanding of the principles of learning. Psychologists and educators have conducted extensive research in this area. Their findings have indicated that people learn according to some simple, well-established basic rules having special significance to police trainers. 6. The students‘ past training and experiences, known as the apperceptive base, and their ability to integrate these with their new learning and experiences will materially affect their learning rate. Factors such as home conditions, past experiences, economic insecurity, lack of friends or acquaintances, poor grades, and frustrations, either alone or in combination, may affect learning capabilities. Personal characteristics such as inability to concentrate, lack of interest because of preoccupation, poor general health, faulty vision, or inferior hearing likewise might drastically affect their learning rate. 7. The degree of motivation given by teachers has a direct bearing on students‘ learning rate and performance. The special effort by the instructors to individualize their teaching and encourage students with special abilities will contribute to accelerated learning and improved performance. One of the greatest spurs to motivation is the recognition by students that their personal or professional growth will be directly dependent on the efforts they expend to improve themselves, to gain greater insight into the problems affecting their position, and to increase their proficiency. The recognition of these factors, combined with a sense of accomplishment and a feeling of satisfaction gained from their learning efforts, will contribute greatly to their motivation. Here, the teacher can play a prime part. 8. Goals that are to be accomplished by a single presentation or a series of lessons that are carefully developed. 9. It is recommended that learning objectives be expressed as outcomes for participants. 10. In preparing to teach a subject about a particular job, the instructors must evaluate the task involved and the operations necessary to complete it. These should then be listed in some logical sequence. Key points to be emphasized should be noted so that the training needs of the students can best be met. This job analysis is the basis for the presentation step of the lesson plan. 11. The lesson plan is a written teaching plan. A lesson plan involves a simple listing in proper sequence of the several steps to be followed in completing a particular job, or it may involve a logical arrangement of material if the lesson is to consist of a discussion of a procedure, law, technique, or philosophical concept. 12. The first consideration is that the points to be covered should be arranged in a logical teaching sequence. The instructor should add the knacks, techniques, tricks of the trade, and basic facts that go with each point. These are the ―interest-getters‖ that give meaning to the various points covered. A liberal scattering of pertinent, practical examples that have been well thought out in advance will do much to clarify abstract principles and assist students in applying them to their work. Illustrations, questions, and special procedures should be 26 Copyright © 2024 Pearson Education, Inc.

carefully prepared and included in the teaching plan if the instructor plans to use them during the presentation. 13. It should be geared to the five-step plan of teaching and should follow a definite format to meet particular needs. 14. It‘s easier for students to remember the lesson, by relating it to their own background and experiences. The process of remembering by association is described by William James in his classic statement, ―In mental terms, the more other facts a fact is associated with in the mind, the better possession of it our memory retains.‖ This process of learning by association is of special importance when the material deals with jobs, operations, techniques, or principles foreign to the learner. 15. Introduction: should focus the attention of the students on the subject, gain their interest, and place them in a state of readiness to learn. Presentation: impart new knowledge or skills to students or to refresh their memory about what they have once learned but might have forgotten. Review: help fix the material in the learner‘s mind; the review or summary step should be added after the total presentation. Application: learners are provided an opportunity to try out or use the information they have learned under the teacher‘s supervision and disclose how much of the new material they have grasped and how ready they are to progress to a new area of learning. Test: an evaluation of the learner‘s progress and enables the instructor to determine the present ability of the learners and their readiness to proceed to a new phase of instruction 16. There is a multitude of ways of securing the attention of learners, stimulating their interest, and creating in them a desire to learn:        

Asking leading questions Directing rhetorical questions to students Making use of suggestions, illustrations, or demonstrations Relating personal or other practical examples Placing emphasis on present or future needs that learners may satisfy by the information Citing group or individual experiences Discussing why it is imperative to learn how to perform the job correctly Indicating how increased proficiency may benefit learners personally or economically

17. Introduction: In the introductory step of the instruction, the instructor often finds the individual approach has several advantages over the group approach. It is a more personal and informal approach to training and can be given at any time or place. No special physical facilities are required, since contacts are usually short and impromptu and occur on the job. Psychologically, learners are receptive to training, since they can apply it immediately to the task and ordinarily needs no other motivation. Instructors can alter their approach to allow for individual differences among trainees. Presentation: The advantage to be gained by the teachers in presenting information on an individual basis is that they can make allowances for individual differences by speeding up or slowing down their presentation. Review: The instructor can tailor the review to the individuals‘ needs and comprehension. Application: Instructors can more closely supervise the individual in this step than they can a group. They can also answer questions more readily as the need arises and can detect and correct errors more quickly.

Test: The instructor may better test the learner based on known or perceived strengths and weakness. Test may be non-standardized and include oral written or manipulative to gauge the learner‘s progression or lack of it and tailor as necessary. 18. Introduction: When training is given in a group setting, considerable planning is needed for the introduction, since the entire group must be motivated to learn. The introductory remarks must be adequate for this purpose; however, the introduction seldom achieves this objective if it is devised primarily to appeal to the average learner in this group. The result is that it often fails to motivate learners outside the middle group. Difficulty is sometimes encountered in altering the teaching approach to compensate for individual differences unless the group is quite small. Presentation: When it is given in a group setting, they must gauge their speed to meet the needs of the average learner and sometimes loses the interest of the speedier or the slower ones. The amount of emphasis on key points and the pace of instruction must be continuously adjusted to accommodate varying group abilities; however, the information can be presented to more persons in groups than individually. Review: Instructor can include more general major points in the presentation and should be reviewed. Application: In the group setting, equipment needed by students to apply what they have learned is often unavailable and participation thereby suffers. In addition, errors may occur without prompt detection, bad habits can develop more readily, and retraining is needed more frequently. Test: Administrating a test for a group is less time intensive than testing individually. 19. A review is always a valuable aid to learning and should follow, in summary form, the presentation. 20. Perhaps one of the most common faults in presenting instructional material arises from oversimplification, leaving to the student the task of drawing a conclusion without adequate facts. Make sure not to ―overload‖ your students by giving them too much at one time at the cost of lack of retention. Another common weakness contributing to teaching ineffectiveness is aimlessness. Plan and organize teaching material properly to avoid this issue. Assuming that the learners know more about the job than they actually do is another common cause of teaching ineffectiveness. Make sure to include all the necessary facts and ensure no misunderstand or failure to understand by the learners occur. 21. Lectures: The pure lecture method of instruction is greatly overworked because many instructors find it the easiest way to present instructional material. Good demonstrations, use of teaching aids, questions and discussions, and development of the more sophisticated supplements to teaching require time and energy that many instructors do not feel are worth the results. The contribution of these various approaches to learning will, however, more than offset the time required to prepare them. The lecture method of teaching is quite often the least effective method since it assumes that all members of the class progress at the same rate; it can be used advantageously if the lesson is presented in extremely short sessions, however. Role-playing: Role-playing in a wide variety of field problems developed to simulate (as nearly as possible) common incidents likely to be faced frequently by officers in the field is an extremely useful training device. This gives trainees experience in a practical setting by dealing with typical situations they are likely to face on the job. Such problems must be carefully developed and orchestrated, however, so that the maximum practical, real-life effects can be realized.

Group discussions: A change of pace may be of great value in reviving lagging interest, fostering participation, and refocusing attention on the subject. The instructor may often accomplish this by stimulating discussion among the students. Problem-solving by students with the accompanying benefits derived from their participation provides them with an opportunity to contribute pertinent information, evaluate it, and draw conclusions. This procedure is extremely useful for synthesizing a vast amount of information from a variety of sources. It is also a useful device for determining the extent of learning that has taken place since it involves the application of stated principles to practical problems. In fact, the use of several techniques in some sessions is often desirable to spice up the training, provide balance to the presentation, give it vitality, and add color and interest. 22. The questions used may be of several types. Overhead questions are those directed to the entire group, with the instructor then choosing one student to answer. This type of question is the one most commonly used. Sufficient time should be allowed for the named student to formulate an answer, and every effort should be made by the instructor to aid them, without actually answering the question, to give the learner a feeling of success and achievement. Relay questions, those asked by one student and relayed by the instructor to another member of the group for an answer, can also be a useful tool of instruction. Instructors should avoid using the relay question as a means of evading a response to a question that they are unable to answer. The reverse question is one that the instructor ―throws back‖ to the person who asked it. It can be used to advantage to help students solve their own problem, perhaps with some prompting by the teacher or others if necessary. 23. Display aids: The simple chalkboard, whiteboard, or specially prepared chart can be effectively used for display purposes to supplement oral instruction. Such aids are especially useful when the material is being taught in a small area where the entire class can see them. Pictures, diagrams, charts, or other matters depicted must be large enough to show details clearly if the teacher expects them to be effective. Color adds variety and value to posters and should be used whenever possible to stimulate student interest. Discretion and good taste are always in order. If charts, tables, or diagrams are prepared beforehand and are complex, parts should be used separately to focus the span of the student‘s attention. When the chalkboard is employed, the material placed on it should be well arranged, simple, and clear. If teachers desire to draw diagrams while lecturing, they should plan carefully what they wish to depict so that the drawing will not detract from their presentation; a series of tiny dots previously arranged on the board will guide their drawing if it is other than a simple one. In all cases, display aids should follow the maxim, ―White space and bold face, because nobody reads the fine print.‖ Visual aids should be clear and easy to read from the back row of the classroom. Duplicated aids: Duplicated aids can be prepared by a multitude of mechanical processes now available to the teacher. These aids may consist of instruction sheets, information sheets, diagrams, charts, illustrations, PowerPoint outlines of the fill-in type, conventional outlines, or other types of data useful to the student. The material should be punched so that it may be included in the student‘s notebook. These handout materials should not be made available to the student as substitutes for study. The information should represent matter that is difficult to obtain, but valuable to the student‘s progress. Projected aids: The teaching aids available for projection on a screen are almost unlimited. Some are easily and cheaply prepared and make a splendid contribution to teaching. The equipment necessary to project these materials, however, is often expensive and not easily available. PowerPoint, DVDs, webcasts, overhead projection equipment, and a multitude of other devices will add greatly to the teacher‘s instructional efforts if they are properly used. The instructor, however, must not rely on them as a crutch; they should be only a

complement to their own efforts. Neither should this type of aid be looked on as a form of recreation for the student. Three-dimensional aids: Equipment parts, cutaways, mock-ups, simulated scenes common to police work, table models, and other such devices overcome the difficulty of depicting items on a flat surface. Flannel and magnetic boards are very useful in giving the student an overall perspective of a problem, although these ordinarily have flat surfaces. They do, however, have the advantage of the simplicity of preparation, economy, and portability. Mock-ups do not have these advantages. In addition, flannel or magnetic boards give the student the opportunity to deal with movable objects. This type of aid is unmatchable in some presentations having to do with police tactics and field operations since it places the learner in a position that simulates those encountered in practice. They are also afforded an opportunity to exercise judgment or apply principles in a hypothetical setting. Problems involving such police incidents as civil disorder, major disasters, barricaded subjects, fires, demonstrations, or other unusual occurrences can be simulated to give the student experience in the classroom. Any number of smart devices may be used to enhance the learning process as well. Electronic media devices: Although expensive and sometimes not available for training on a daily basis, all sorts of electronic media devices can be used as training aids to liven up training sessions. Video presentations offer a vast variety of training opportunities. They often encourage audience participation and add alternatives to ordinary training. Many police academies are now using sophisticated devices, such as driving simulators and FATS (firearms training systems), to give trainees a ―virtual-reality situation.‖ This training allows officers to learn from their mistakes and improve their professional judgment, without injuries or lawsuits. Field trips: Trips carefully planned to accomplish a specific objective are a useful type of teaching aid that allows students to learn firsthand through observation about an actual operation. They should be oriented in advance to the objectives of the trip and pertinent points to look for so that the trip might be most meaningful. Trips should be carefully controlled to prevent them from becoming purely recreational.

Chapter 5 Interpersonal Communications CHAPTER OVERVIEW The ability to communicate clearly and concisely is the most important single skill of a supervisor. Communication is a very delicate and complex process involving many factorscultural, environmental, and psychological. Understanding the barriers to effective communication will sharpen this skill by making it easier to overcome barriers. Written communication is critical; supervisors can enhance their effectiveness and their career by using well-proven guidelines. CHAPTER OBJECTIVES 1. To gain an understanding of the need for clear, concise communication in management activities 2. To become acquainted with the barriers to effective communication and the techniques of overcoming such barriers 3. To become familiar with some techniques of preparing effective written communication LECTURE OUTLINE Cultural, Environmental, and Psychological Factors Processes of Communications Barriers to Effective Communications Overcoming Communication Barriers Characteristics of Communications Types of Communicators Written Communications Email Effectively Managing Your Email Manuals-Orders Briefing Proofreading and Editing Typical Deficiencies in Writing Summary Review Questions Exercises LIST OF CHANGES/TRANSITION GUIDE Added Microaggressions Added Procedural Justice

Updated Practice Empathy Updated Manuals-Orders ADDITIONAL CLASS ACTIVITIES Activity 1: Barriers to effective communication and overcoming them Materials Needed:

1. Chalkboard/Whiteboard/Flip charts as desired 2. Chalk or erasable markers 3. Other visual aids as desired 4. 4 or 5 Cardboard geometric shapes, large enough to be seen by students in the back of the classroom

Assignment:

Review:

1. Key points of the preceding chapter 2. Discuss any Assignments from the preceding chapter

Introduction:

1. The ability to communicate clearly and concisely is perhaps the most important single skill of those who have to deal with others. 2. The number one problem of management, and the number one complaint of workers is communication difficulties. 3. Barriers to effective communication can be identified and overcome.

Presentation:

1. Ask the students to interpret the following statements: a. A latte with a shot (coffee drink) b. Use the 3/8‖ router bit to make a dovetail joint (carpenter‘s tool, cut notch to join 2 pieces of wood) c. Ich habe dein buch nicht (German-I don‘t have your book) d. These make sense to some people but mean little to most people. Poor communication leads to poor work 2. Turn a flipchart toward the front of the room so that only a person facing the class can see it. a. Draw geometric shapes in a random pattern. b. Have one student describe the diagram to the class, without naming the shapes, using any gestures, or any other aids.

c. Have the class draw the shapes according to their understanding of the instructions, then display the diagram and compare. 3. Have a student explain, by words alone, how to knot a necktie. 4. Prepare a routine Standard Operating Procedure (e.g., how to search a suspect, how to complete a report,) of 8-10 steps. a. Have 4 students leave the room. Read the SOP to a student in the class. b. Have that student repeat the SOP to one student coming back into the room. c. Have the second student repeat it to the next, etc. d. Have the last student recite the SOP and compare their version to the original. 5. Discuss cultural, environmental, and psychological barriers to communication. Have students name examples of each. 6. Have students name barriers to communication. List them on the board. a. Analyze each barrier b. Have students explain how barriers can be overcome. List them on the board. Emphasize empathetic listening and feedback. 7. Categorize the different types of communicators. a. Discuss the strengths and weaknesses of each. b. Have students give examples of different communicator types they know (no names unless necessary). 8. Have students give examples of grapevines they know: school, work, any organizations of which they are members (union, sports league, civic group). a. Discuss problems b. Discuss why supervisors should pay attention to the grapevine. Application:

1. Have students give examples of general and specific objectives for specified lessons. 2. Have students discuss the requirements of Job Analysis and Lesson Plan they will make. 3. Have students give examples of teaching methods.

Activity 2: Written Communication Introduction:

Presentation:

1. Discuss the essence of good writing. a. ABC (Accuracy, Brevity, Clarity) b. Need for simplicity c. Arrangement, style, format d. Importance of proofreading and editing e. Factual basis for all statements 2. Briefings a. Balance level of detail with time allotted b. Accurate enough for superiors to rely upon it for press conferences c. Accurate enough for roll call briefing d. Disseminate report and/or brief beforehand 3. Typical deficiencies in writing a. Misinterpreting data b. Failure to use the most specific words c. Failure to support conclusions with facts

Review:

Key points

Application

1. Pass out Sample Report from Assignment #1. Have students identify examples that show adherence to these rules or failures to follow these rules

Test:

Have students answer questions at the end of the chapter, time permitting

ADDITIONAL ASSIGNMENTS Assignment #1: Report Review

Using the guidelines for good writing and the list of typical deficiencies in writing, identify examples of each in the following report. Students with access to Police Reports (appropriately redacted) may use those instead. Sample Report Case # 2198-20. Det. Gregory. Supplementary Investigation Report 17 MAR 20 1. On this date the undersigned was assigned to follow up on a report of a Robbery occurring on Oak Tree Rd., near the intersection of Correja Ave., in the Iselin section of the Twp. 2. Vic.: PATEL, Raj, 142880 Minebrook Rd., Edison NJ, 08821 DOB 12 DEC 2000, (732) 555-1212, no SSN (Student visa A-9005343)

3. At 1930 hrs. this officer did interview Victim. Vic. Reports that on this date at approximately 1830 hrs. he was shopping for a wristwatch at Nina Jewelers, 1437 Oak Tree Rd. He states he exited the store and turned left, going westbound on Oak Tree Rd. He says he was approaching the intersection at Correja Ave. when a man appraoched him and asked for directions. He says then he punched him in the head and ripped his coat open. He says he took his wallet from his inside left pocket. He says he then turned left down Correja Ave. and disappeared. He says his wristwatch came loose and fell on the ground and the man grabbed it. He says his keys to his Lexxus also fell to the ground but the man didn‘t take them. The suspect must have fled in a waiting vehicle. 4. Suspect described as a w/m, app. 21-23 years old, average height and weight, bn/bn, wearing dark clothes and a baseball cap. NFD. 5. Victim reports he found his wallet right around the corner in front of 25 Correja Ave. He reports $4,000.00 cash missing. He reports his Player‘s Card from the Trump Plaza was also taken. 6. Victim complained of pain on the left side of his head but declined first aid transport. 7. Canvass of area NR. 8. Check of security camera at Nina Jewelers shows victim looking around store for 5 minutes without handling any watches. Owner, Praful Vaid, states he does not sell Rolex watches. 9. Investigation indicates Vic. Likely falsified robbery report to cover up large loss in Atlantic City. Case closed NFA

Instructor’s Key to Chapter 5 Assignment #1, Report Review

Discuss the essence of good writing. 1. ABC (Accuracy, Brevity, Clarity) Report is accurate and brief. Clarity suffers due to shorthand terms: Vic (Victim,) NFD (No Further Description,) NR (No Results,) suspect description ―Bn/bn‖ (brown hair, brown eyes,) NFA (No Further Action.) Clumsy passive voice: The undersigned officer, (I,) this officer did then interview (I interviewed.) 2. Need for simplicity Overall language is simple and direct. 3. Arrangement, style, format Arrangement is chronological which makes the report understandable. Style is simple. Format is simple, therefore simple to follow. 4. Importance of proofreading and editing 1. Misspelled words: appraoched, Lexxus, (Paragraph 3.) 2. All stolen property should be listed together in one paragraph, not in two separate paragraphs. (Paragraphs 3 and 5.) Stolen property described in paragraph 3 is not listed in consecutive sentences, and does not follow chronologically (the man took the wallet, the man ran away, the man took the watch.) 5. Factual basis for all statements Paragraph 3, ―The suspect must have fled in a waiting vehicle‖ is not based on any known facts. Typical deficiencies in writing

6. Misinterpreting data Does not apply in this example 7. Failure to use the most specific words Pronouns ―he,‖ ―his,‖ and ―him‖ do not distinguish who ―he‖ is: victim or suspect? Paragraph 3: He punched him, he took his wallet, he turned left. Needs to be more specific. 8. Failure to support conclusions with facts Paragraph 9: Victim falsified robbery report is a conclusion not supported by facts. Facts may indicate that is a possibility, but do not clearly demonstrate it without further investigation. Assignment #2: Barriers to effective communication Divide the class into a manageable number of small workgroups. Assign each a different barrier to effective communications. Each group is responsible to bring a visual aid showing a barrier to effective communication. It could be a video clip, a picture, a skit, or any other clear example of the assigned barrier. Each group presents the visual aid and leads the class discussion on diagnosing which barrier it is, and the methods of overcoming that barrier. As an alternative, each student could be assigned to respond to the situations by playing the role of the supervisor, time permitting. Assignment #3: Effective Writing Short definitions: A policy statement provides broad guidelines for employees, indicating the department‘s general intent and objectives in the matter involved. A procedure provides clear guidelines on what steps to take when handling a situation. 1. Write a police department policy statement on the subject of pursuit driving. As a basis for this policy statement, assume that there have been an inordinate number of accidents resulting from pursuits, and your superior wants to reduce them by establishing guidelines. Do not write the guidelines; your task is to write the police department‘s policy regarding pursuits, criminal enforcement, and the associated risks. 2. Write a policy statement on the police department‘s perspective on Domestic Violence incidents. Since many public policies are not developed until after highly publicized incidents occur, assume the following: your department has been under severe criticism following a reported domestic violence incident. Officers responded to the home of an off-duty police officer. They should have arrested him but took him to a family member‘s house. The offduty officer returned to his own house and assaulted his wife, at which time she was hospitalized and he was ultimately arrested. 3. Write a procedural order to guide officers in Domestic Violence investigations involving offduty police officers. Assume that the standard investigative procedure has been written; develop the additional procedures for when an officer is involved. 36 Copyright © 2024 Pearson Education, Inc.

4. Provide your assignment in a format (as required by the instructor) for classroom display. Be prepared to present your assignment, and to critique the policies and procedures of your classmates, focusing on clarity and form. SUGGESTED ANSWERS TO END-OF CHAPTER REVIEW QUESTIONS 1. Communications between persons and groups are very delicate, complex processes involving many factors—cultural, environmental, and psychological. The connotations of certain words can be highly offensive and provocative. The environment in which communication takes place will often determine its effect. Even seemingly harmless and common words can be considered insulting, depending on the time, place, and circumstances in which they are used. Accordingly, supervisors should refrain from criticizing subordinates in the presence of others, whether outsiders or peers. Likewise, a patrol officer should address their superior by title in public, regardless of the closeness of their acquaintance. Psychologically, perhaps the reserved or shy individual could be dealt with more effectively with a tactful ―soft‖ approach rather than the direct ―hard‖ approach that is sometimes necessary in dealing with the aggressive extrovert. 2. Active listening requires that the listener be actively attentive to what is said. It requires effort to listen actively and involves much more than hearing only that which one wants to hear. Listening must be a positive function so that the person speaking will be encouraged to reveal their real rather than their superficial feelings. So that listening may be truly rewarding to the interviewer, it must be accompanied by an effort to understand what the speaker is really saying, to understand what they really mean. This involves sensitivity on the part of the interviewer not only to the interviewee‘s words but also to their underlying feelings, attitudes, and motives. 3. The greater the difference in status or rank is, the greater the difficulty in achieving effective communications. Communications are easier if they travel downward from the superior than if they go upward from the subordinate. Likewise, the greater the prestige of the communicator, the greater is the likelihood that their communications will be effective. Some researchers have found that ―speakers having prestige significantly influence listeners more than those who do not. 4. Naming all appearances of superiority, inferiority, or personal inadequacy as complexes has become a common practice, yet such psychological conditions exist and set up obstacles to interpersonal relations. Sometimes referred to as psychological size, these feelings often cause a bad ―climate‖ between supervisor and subordinate and adversely affect their capacity to communicate effectively. Especially damaging to these relationships are those manifestations of superiority or impatience exhibited by supervisors in dealing with their subordinates. Often subordinates will resent having the boss talk down to them and will resent even more a paternalistic attitude. Should the subordinate tend toward feelings of inadequacy or inferiority, they may become especially sensitive to a ―hard‖ approach and are likely to resent it. As a result, they will tend to withdraw even further, making two-way communications more difficult. 5. Noise in communications is referred to by theorists as the static that interferes with the transmission of messages.

6. Many individuals avoid making positive declarations because they fear being criticized for what they say or think. They often feel so insecure that they dislike giving others occasion to attack their observations. As a result, they too often couch their expressions in vagueness and abstraction, always leaving ―an open back door‖ through which they can retreat if their statements are challenged. Communicating in such cases becomes difficult, if not impossible. 7. As information is passed from individual to individual, usually a distortion or dilution of content occurs, which is called filtering. The process of filtering also affects the supervisor in their downward communications. Giving employees filtered information is sometimes worse than giving them none. Besides the adverse effects filtering eventually will have on the confidence of personnel in their leader, such distorted information will often cause rumors that are harmful to morale. 8. Attitudes, moods, and emotions likewise have a direct bearing on the type of interaction between individuals. These interactions will vary from time to time depending on the intensity of emotions, the receptive mood of either of the two persons attempting to communicate or the attitude of one toward the other. These factors should be considered by supervisors in selecting the time and place for communicating with their subordinates. 9. A supervisor can overcome most of the barriers to effective communication most of the time by preparing to communicate before doing so and by employing the basic techniques of expression that have been proven successful. If supervisors are to achieve a better understanding between themselves and their subordinates, they will be well advised to concentrate on removing the impediments to effective communications wherever possible. They will be materially aided in accomplishing this by adhering to the following admonishments: determine objectives, practice empathy, obtain feedback, keep subordinates informed, be consistent in communicating, make actions speak louder than words, and finally listen, understand, and be understood. 10. Autocratic communications: Autocratic communications can be issued with relative ease since concurrence by those affected is not sought. They have the advantage of speed and are well adapted to emergency conditions. They have the characteristic disadvantage of arbitrariness. Difficulty is often encountered in achieving general acceptance by workers because they are not afforded an opportunity to participate in decisions affecting them. Democratic communications: The two-way passing of information makes democratic communications easy to understand. It permits the development of ideas and enables those affected by decisions to participate in making them. Information readily passes in both directions, making it simple for supervisors to keep informed of activities below them. Democratic communications lack the speed and directness of those that are autocratic, and while they hold the greatest promise for success in most normal operations, supervisors will find that they must forgo consultation with their subordinates when speed of operations is essential. Free rein communications: Free rein communications provide for a minimum of contacts, thereby leaving subordinates to operate in isolation. Leadership and guidance are often absent, and subordinates do not realize the benefits of two-way communications. As a consequence, misunderstandings, misapprehensions, and mistakes flourish. 11. A supervisor should consider what type of communicator they are. A noncommunicator: says no more than they think the situation requires; May fail to say something that should be said. A logical speaker: troubled by anxieties or compulsiveness; May be unconcerned with the impact their statements have on others. An undertalker: fails to communicate when communicating is indicated. 38 Copyright © 2024 Pearson Education, Inc.

A tiresome overtalker: often communicates well but does not know when to stop. A tangential speaker: fails to give direct response as expected, responding instead to irrelevant side issues. A helpless speaker: full of self-pity and self-apology and apologizes for asking a subordinate to do something they are expected to do. 12. The so-called newspaper style of writing ordinarily simplifies the expression and facilitates understanding. The first paragraph expresses the essential elements of the paper and is called the topic paragraph. The first, or topic, sentence should likewise express the essence of the paragraph it introduces. Succeeding paragraphs explain and amplify the opening paragraph in such a way that each is almost self-sustaining. Thus, the report proceeds from the most important ideas to the least important details, which make the main ideas more meaningful. 13. The heading of the report should obviously indicate the title or subject, the body presents the main ideas or findings, and the closing incorporates the conclusions, recommendations, and plan of action. 14. An employee will sometimes be asked to reduce a lengthy report or dissertation to give their superior a concise account of the contents. The total report should be carefully analyzed to select the important ideas or points to be covered in brief, and these should be listed. Sufficient collateral detail should then be selected from the report to provide a basis for understanding. Care must be exercised in this process to preserve the meaning of the base report and to prevent any distortion or garbling of the author‘s meaning; likewise, the person preparing the brief must avoid taking the excerpts out of context. Their superiors should be able to use the brief with confidence that it faithfully and accurately represents the whole writing.

15. Written communications fail to achieve what is intended for three main reasons. First, the writer, because of a lack of care or an inability to discriminate between fact and nonfact, confuses their communications by misinterpreting the data on which they are based. Second, the writer fails to use the most specific and concrete words to make their meaning clear. Third, the writer fails to support their conclusions with factual data.

Chapter 6 Principles of Employee Interviewing CHAPTER OVERVIEW Supervisors conduct employee interviews for many reasons: to obtain or to give information, to solve problems, and to motivate employees, among others. Active listening is a key skill. Understanding the different kinds of employee interviews, and how to prepare for and conduct them, helps supervisors to be effective in this important role. CHAPTER OBJECTIVES 1. To become acquainted with the principles of good interviewing practices 2. To become familiar with the techniques of interviewing 3. To be able to demonstrate ability in applying the principles of interviewing LECTURE OUTLINE Interrogation versus Interview Major Functions of the Interview Preparation for an Employee Interview Conducting an Interview Elimination of Bias Confidential Agreements Advice Giving Psychological Reactions in the Interview Types of Personnel Interviews Recording of Results Evaluation of Results Causes of Unsuccessful Interviews Summary Review Questions Exercises ADDITIONAL CLASS ACTIVITIES Activity 1: Purposes and procedures for employee interviews Materials Needed:

1. Chalkboard/Whiteboard/Flip charts as desired 2. Chalk or erasable markers 3. Other visual aids as desired

Assignment:

Review:

1. Key points of the preceding chapter 2. Discuss any Assignments from the preceding chapter

Introduction:

1. Discuss the reasons a supervisor must be a good interviewer. 2. Distinguish between interview and interrogation 3. The functions of an interview

Presentation:

1. Steps in preparing for an interview 2. Steps in conducting interviews 3. Active listening 4. Interviewer attitude 5. Agreements, advice 6. Types of personnel interviews a. Informal b. Employment c. Progress d. Grievance e. Problem-solving f.

Disciplinary action

g. Separation 7. Documentation 8. Evaluation and causes of failure Review:

Key points

Test:

Have students answer questions at the end of the chapter, time permitting

Application:

1. Exercises at the end of the chapter: 2. Have students conduct interviews based on assumptions specified in cases 1 and 2. Instruct students to make other assumptions they may require. Instruct person playing the role of the employee to

respond to the interviewer honesty and forthrightly as they would in real life. Have class critique the techniques used. 3. Give the same instructions to the student playing the role of the employee in case 3, with this exception: out of the presence of the interviewer, reveal to the employee, and the other students, that Officer Peters was in a serious fistfight with the woman‘s husband a few nights earlier, but the matter has not yet become known to the police department. Instruct the employee to respond forthrightly but not to reveal this incident unless the appropriate interview techniques are used to obtain the information. Have the class critique the interview techniques. ADDITIONAL ASSIGNMENTS Assignment #1: Watch a Professional

Watch or listen to television, radio, or otherwise broadcast interview, e.g., a TV host interviewing a person involved in some unusual incident, a radio interview of some famous person, or an interview of a politician on an internet news outlet. Write a report in which you evaluate: 

What planning did the interviewer do in advance?

     

Did the interviewer use planned questions? What were they? How did the interviewer open the interview? How did the interviewer use questions to draw out information? What did the interviewer do that showed active listening? Was the interviewer effective in obtaining or imparting information? Did the interviewer influence the subject‘s attitude or behavior?

Assignment #2: Preparing Questions Create a list of questions you would have prepared for an Employment Interview Consider the kind of questions necessary to address:          

Job preparation Job motivation Personal history Job history Integrity Team orientation Initiative Assertiveness Stress tolerance Interpersonal ability

Prepare follow-up questions for the following specific issues: 

      

The candidate is next on the hiring list for the paid Fire Department. The candidate has changed residence four times in the last five years. The candidate has worked as a store clerk for the past three years since graduating from High School. The candidate has received numerous traffic tickets over the years. The candidate was fired from a job for leaving work early. The candidate did not play any team sports in High School or College. The candidate seems reserved and somewhat shy.

SUGGESTED ANSWERS TO END-OF CHAPTER REVIEW QUESTIONS 1. An interview is an interchange of views and ideas between two or more persons. Its primary purpose is to obtain or impart information or influence attitudes or behavior. Interrogation, unlike interviewing, involves a process of questioning with the investigator usually assuming a dominant role in the relationship. 2. The major functions of the interview are to obtain information (about work or another situation, about the employee, or about a grievance); to communicate or give information (about policies or practices, or about services, behaviors, or employee relationships); to motivate employees for the purpose of improving cooperation, production, or performance; to help solve personal and group problems through the consultation process; and to appraise the past, present, or future situation of the employee (with respect to their career, transfers, education, extra-departmental activities such as secondary employment, or personal problems). 3. Informal Interview: Perhaps one of the most productive sources of information that might be used by the police supervisor is the day-to-day informal contact with subordinates in office visits, during inspections, at briefing sessions, in the locker room, or in the field. Employment Interview: The employment interview has as its prime objective the appraisal of an applicant‘s qualifications for employment. Progress Interview: The progress interview can be used effectively to inform employees of their progress, to review their past performance, and to give constructive guidance concerning improvement required. Grievance Interview: Conditions causing grievances that are not easily correctable should be analyzed carefully. Wherever possible, an opportunity should be provided for the employee to participate actively in the solution of the problem. Problem-Solving Interview: Often called a consultation or chaplain interview, its function might be likened to that performed by a military chaplain or a police counselor. Disciplinary Action Interview: Employees against whom a disciplinary matter is pending should ordinarily be interviewed in two settings. They should be interviewed during the investigation. Then they must be informed of the conclusion. Separation Interview: This interview should be conducted regardless of the cause for separation, whether it is from voluntary or forced resignation, termination for cause, or retirement. Such an interview is especially helpful in determining useful or harmful hiring procedures. 4. In each interview, the person being interviewed should be the central figure at all times. This employee-centered characteristic requires that supervisors suppress any tendency to be dictators and that they actively engage in the ―understanding listener‖ role. 5. Active listening requires that the listener be actively attentive to what is said. It requires effort to listen actively and involves much more than hearing only that which one wants to hear. 43 Copyright © 2024 Pearson Education, Inc.

Listening must be a positive function so that the persons speaking will be encouraged to reveal their real rather than their superficial feelings. In order that listening may be truly rewarding to the interviewers, it must be accompanied by an effort to understand what the speakers are really saying, to understand what they really mean. This involves sensitivity on the part of the interviewer not only to the interviewee‘s words but also to the underlying feelings, attitudes, and motives. 6. In using questions, an interviewer must recognize that they may guide the interview away from its true purpose. They may, however, be used to good advantage in starting the conversation or delving deeper into a specific area. Since utmost accuracy in response to the interview question is desirable, such a question should be framed in positive terms. 7. On occasion, information will be offered to the interviewers only under a ―confidential agreement‖ arrangement. Should the interviewees provide information under such conditions, supervisors must carefully weigh the circumstances surrounding the offer before committing themselves to accept it as a confidential communication. Once they have committed themselves, they must not breach the confidence, for to do so would grossly reflect on their moral integrity. If such information turns out to be vital to the organization, they should endeavor to induce the employee to reveal it voluntarily. Keeping all information given to them under such conditions in strictest confidence is a basic requirement. If this cannot be done, the interviewer should avoid such agreements. 8. Often interviewers will allow an unconscious imitation to influence their judgment. This condition might result from the subtle moods that often permeate the interview and are transferred from it to the interviewers. 9. Some interviews are unsuccessful because of the failure of the parties to communicate what is meant or to understand what is said. Others fail because of ignorance, faulty recollection, tendency to say what one thinks they are expected to say, or distortions that creep into the reporting of results when the facts are interpreted on the basis of subjective impressions rather than objective facts. 10. Care should be exercised in this type of consultation to avoid providing a crutch to employees who make feeble attempts (or even none) to solve what to them seem a dilemma that they are not sure how to handle. In this situation, the interviewer should avoid solving the employee‘s problem but should assist in considering its ramifications and possible solutions by focusing the person‘s attention on things that might have been overlooked. Supervisors cannot afford to deprive subordinates of the opportunity to engage in self-analysis and direction, nor can they afford to assume the responsibility for decision-making, which should rightly rest on the shoulders of the employees. 11. Written outlines are often useful as guides to assist interviewers in covering salient points that they may wish to develop. This preliminary planning will be most useful if the facts available about the person to be interviewed are studied beforehand. The interviewing supervisor should also make every effort to conduct it in privacy to help avoid possible inhibitions, which often limit frankness when persons other than those concerned are present. Finally, questions should be prepared that may be used at first to establish the habit of answering if the question-and-answer technique is adopted.

Chapter 7 Some Psychological Aspects of Supervision CHAPTER OVERVIEW Too often, people in management rise to high positions with little knowledge of the psychological factors that interfere with the productivity of their personnel. Psychological principles can bring excellent results when applied sincerely, with common sense, and with good intentions. Evidence is clear that output is affected to a greater degree by workers‘ feelings about their jobs, their colleagues, supervisors, and the happenings about them than by their attitudes about the physical working conditions. CHAPTER OBJECTIVES 1. To gain an appreciation of the need for a reasonable application of the principles of human relations in dealing with others 2. To become acquainted with some of the psychological factors that affect behavior 3. To become familiar with the techniques of dealing effectively with some of the psychological problems of subordinates LECTURE OUTLINE Drives, Satisfactions, and Needs Inferiority Complex Catharsis Fixation and Regressive Behavior Supervisory Problem: The Frustrated Employee Nature of Frustration Barriers Causing Frustration Frustration and Performance Some Common Reactions to Frustration Frustration Prevention Relief for Frustration: Some Commonsense Approaches Summary Review Questions Exercises ADDITONAL CLASS ACTIVITIES Activity 1: Theoretical Basis Materials Needed:

1. Chalkboard/Whiteboard/Flip charts as desired 2. Chalk or erasable markers 3. Other visual aids as desired

Assignment:

Review:

1. Key points of the preceding chapter 2. Discuss any Assignments from the preceding chapter

Introduction:

1. Discuss how the human relations movement of management grew from traditional management in factories, steel mills, and pressure from labor unions 2. Discuss how psychological and sociological effects on work environment were discovered in the Hawthorne experiments 3. Have students give examples of how understanding psychology can help supervisors

Presentation:

1. Describe the basic drives, satisfactions, and needs that motivate behavior 2. Have students give examples of each, write them on board 3. Discuss satisfaction vs. inferiority complex 4. Discuss catharsis 5. Discuss regression 6. Discuss the nature of frustration and the four reactions 7. Write the two types of barriers causing frustration-internal and external. Have students provide examples of each 8. Have students describe the effects of frustration on work performance

Activity 2: Handling a Frustrated Worker Presentation:

1. List the 6 reactions to frustration on the board. Have students describe how each may be displayed at work, and write the descriptions on the board 2. Have students describe some practical ways that workplace frustration may be prevented or relieved.

Review:

Key points

Application:

Discuss Exercises at the end of the chapter as time permits

Test:

Have students answer questions at the end of the chapter, time permitting

ADDITIONAL ASSIGNMENTS Assignment #1: You are a squad Sergeant. One of your Officers has been doing poor work lately. Officer O‘Rourke has been turning in reports late, coming to work with a sloppy uniform, and calling you for guidance on situations he has previously handled very well by himself. When you call him in to talk about it, he cannot accept any of your observations as valid. He says his reports are late because the Department requires too much unnecessary information on routine matters. He says that you have been falling short in training him how to handle calls. He also says that the Department‘s uniform allowance is inadequate to cover the costs of maintaining his uniforms. 1. What behavior is this officer displaying? Explain your answer. 2. What can you do to help him with this situation? Be specific. O‘Rourke begins to improve in the areas you discussed with him. But within a month, he has been the subject of several complaints, in which citizens allege he has been verbally abusive on traffic stops and other calls. He has had a noticeable increase in the number of Resisting Arrest charges he is signing against defendants, and the Police in Galloway Twp. Have been to his house twice on calls they describe as ‗disturbances.‘ 1. What behavior is this officer displaying? Explain your answer. 2. What actions could you have taken to prevent this from happening? Be specific. Assignment #2: You are a Sergeant assigned to the 9-1-1 Communications Center. Last month, there was a call in which a panicked woman reported her husband having a heart attack. Following procedure, Dispatcher McClain gave the woman CPR instructions over the phone. Though the EMT crew arrived quickly, the man died. Since that incident, McClain has begun to lose weight. She is jumpy whenever a call comes in on the 9-1-1 line. She drinks more coffee and smokes more cigarettes than ever before, and gets into arguments with coworkers over trivial matters. She sometimes screams or bursts into tears, then leaves work early complaining of non-specific illness. You have asked her to meet with you to talk about what is troubling her. 1. What kind of psychological behavior is she exhibiting? Explain your answer. 2. What psychological principle may be effective in helping Dispatcher McClain? Explain your answer. 3. Describe the actions you would take to help McClain become a sound, productive worker again. Be specific. SUGGESTED ANSWERS TO END-OF CHAPTER REVIEW QUESTIONS 1. The commonly recognized basic human drives are the wish for security, based on fear, apprehensiveness, and avoidance; the drive for response, derived from love, friendship, and affection; the wish for recognition, gained from status, prestige, and social approval; and the 47 Copyright © 2024 Pearson Education, Inc.

drive for new experiences, including curiosity, adventure, and the craving for excitement. The fundamental satisfactions that the individual strives to fulfill will be found in the lists prepared by most authorities. These are (1) affection, acceptance, and security; (2) a sense of personal adequacy; (3) recognition as a personality; (4) an opportunity for accomplishment; (5) an opportunity for independence; (6) an opportunity to obtain new experiences; and (7) an opportunity to possess something or someone. The basic psychological needs of an individual include a feeling of security, a sense of adequacy, a sense of self-esteem, and a sense of social approval. 2. Catharsis is the process of ―talking or acting things out‖ in a permissive atmosphere. Roger states that ―We have learned that catharsis not only frees the individual from those conscious fears and guilt feelings of which he is aware, but that, continued, it can bring to light more deeply buried attitudes which also exert their influence on behavior.‖ Lack of knowledge or understanding is often the direct cause of debilitating anxieties, fears, and feelings of insecurity among employees. These can often be materially reduced by supervisors if they provide those affected individuals an opportunity to talk about their feelings in an informal environment, where they provide the necessary information that usually reduces or eliminates such apprehensions. 3. Since human beings cannot remain static for long, they tend to meet frustration with aggression. When emotional conflicts with their resultant frustrations are frequent or continuous, and attack reactions are not available to individuals, they may give up all attempts to satisfy a motive and adopt an attitude of resignation. Individuals who find that the efforts needed to fulfill an objective are greater than they desire to make, who face what appears to them to be an insoluble problem, or who lack self-confidence in the ability to perform often attempt to escape from the dilemma by physically or mentally withdrawing. Sometimes individuals will develop certain defenses in the form of excuses to help save face or preserve their pride and to justify failure to achieve their goals or fulfill their responsibilities. Rationalization is a common reaction to failure. At times, frustrated individuals will abandon problem-solving for an immature or even infantile type of regressive action. Finally, another common reaction is when people experience fixation, they keep repeating a response even if it is not effective. 4. Some overt manifestations of frustration are aggression, regression, fixation and psychosomatic illnesses such as headaches, stomach upsets, or nervous disorders caused by frustration. Some covertly expressed reactions are escape and resignation. 5. The most obvious means of preventing frustrations arising out of the work environment is the discovery and removal of underlying causes. 6. Supervisors can relieve the condition by helping troubled individuals overcome their frustrations or see them in a different light. Studies have indicated that persons are more likely to follow the suggestions of supervisors if they have demonstrated an ability to help others solve their problems. Individuals may be directed toward constructive activity by means of a challenge to show others what they can really do, assignment of added responsibilities, or placement in a position that absorbs more of their energy. Patient nondirective counseling wherein the individual is given the opportunity to engage in catharsis by talking out the situation will provide an outlet for reducing anger, developing some objectivity, and gaining insight into the problems. Supervisors should help relieve the troubled subordinates of frustration by providing an opportunity for the achievement of a feeling of success.

Chapter 8 Special Problems in Counseling and Remediation CHAPTER OVERVIEW Alcohol is the most abused substance in America. Policing has many factors conducive to problem drinking. There are clear signs a supervisor should identify that indicate problem drinking by workers. There are also effective actions a supervisor can take to help a worker with problem drinking. Emotional and personal problems of workers may also be identified and helped by an astute supervisor. CHAPTER OBJECTIVES 1. To become acquainted with the characteristics of common problems that require counseling 2. To become familiar with the behavioral effects brought about by these problems 3. To gain an understanding of the techniques that can be used to prevent or remedy the psychological problems of subordinates LECTURE OUTLINE Nature of Problem Drinking Development and Symptoms of Problem Drinking Some Options in Treating the Problem Drinker Counseling for the Problem Drinker Emotional and Personal Problems Counseling for the Emotionally Troubled Subordinate Management and Remediation of Emotional Distress Fitness for Duty Summary Review Questions Exercises LIST OF CHANGES/TRANSITION GUIDE Added Fitness for Duty Evaluations ADDITIONAL CLASS ACTIVITIES Activity 1: Alcohol Materials Needed:

1. Chalkboard/Whiteboard/Flip charts as desired 2. Chalk or erasable markers 3. Other visual aids as desired

Assignment:

Review:

1. Key points of the preceding chapter 2. Discuss any Assignments from the preceding chapter

Introduction:

1. Ask the class if they know anyone who is a problem drinker (no names) 2. Have the class name the types of personal and work problems related to problem drinking. List them on board. 3. Discuss common management failures (e.g., avoidance of issue) and the negative results

Presentation:

1. Describe the nature of problem drinking 2. Have class give examples of job-related factors in policing that are conducive to problem drinking 3. Have the class discuss performance problems and management responsibilities 4. List indicators of problem drinking a. Ask the class what actions a supervisor can take b. Discuss the ‗ADIME‘ method of problem-solving

5. List emotional and personal problems that can affect performance. Write on board. a. Anxiety b. Stress c. Depression d. Family issues e. Critical incident stress, e.g., post-shooting trauma 6. Have students discuss options for supervisor to help worker manage problems and improve performance Review:

Key points

Application:

Discuss Exercises at the end of the chapter as time permits

Test:

ADDITIONAL ASSIGNMENTS Assignment #1: You are a Sergeant recently assigned to a Detective squad. You review the personnel records of the squad members, and you see that one of them, Det. Donovan, has had a steady decline in performance over the past year. When he worked with you on the Traffic squad two years ago, he was a very dependable worker. Some of the problems you see are:    

A pattern of sick time use on weekends and immediately following paydays; Two counseling slips on unexcused lateness; Chronically low case clearance rates; A gradual decrease in closing cases with an arrest.

You are aware that Det. Donovan has a reputation as a ―heavy hitter‖ who never misses an opportunity to drink beer at squad parties. 1. Use the ‗ADIME‘ problem-solving method to address these performance issues and to help Donovan with any underlying problems. At your counseling session with him, Donovan denies any problems. After two weeks of reporting to work on time, using no sick time, and closing out several cases that had been delinquent, Det. Donovan fails to report for duty at the 7:00 a.m. start of his shift. He calls out sick at 10:00 a.m. When you go to his house for a supervisory sick time check, he answers the door with bloodshot eyes and smells of liquor. From inside the house you can hear his wife berating him for staying out so late that he is in trouble at work. 2. What are some options you have for addressing this situation? Assignment #2: Divide the class into work groups of 2-3 students each. Workgroups are each to bring visual aids for presentation to the class, as selected by the instructor, depicting a person engaged in behavior that is: 1. Attributable to substance use, psychological problems, or personal problems 2. Inappropriate for work Depictions should include video presentations or news reports of actual incidents, print news accounts, or TV or movie clips of police officers engaged in such conduct. (As always, visual aids must be large enough that the whole class can see them well.) Each group must be prepared to discuss: 1. How is this behavior inappropriate for work 2. What are the symptoms of substance use, psychological, or personal problems 3. What the appropriate supervisory actions could include The rest of the class should contribute to the discussion (rather than critique the presentation.)

SUGGESTED ANSWERS TO END-OF CHAPTER REVIEW QUESTIONS 1. It can adversely affect an officer‘s performance, which may negatively impact the community, the police department and the officer. The problem has become one of considerable significance to law enforcement agencies in light of the fact that one in four officers may have a problem with alcohol. By its very nature, police work is conducive to problem drinking. It attracts and tends to hold young men and women in the age bracket in which alcoholism is most frequent. According to Swanson, Territo, and Taylor, the stresses inherent in police work, and the commonplace social drinking found in the police culture create an environment especially conducive to alcoholism. The occupation is very stressful and competitive, with pressures seldom duplicated in other endeavors. If selection procedures are defective or if supervisory controls break down, the characteristics of the job sometimes contribute to the development of excessive drinking. 2. Stresses associated with a person‘s job, family, relationships with people, or economic responsibilities may cause confusion, anxiety, insecurity, frustration, unhappiness, or loneliness and often lead the individual to drink to relieve them. 3. Early, middle, and late (or acute) stages, each with its characteristic symptoms. 4. Denial, wherein people with alcohol use disorder deny using alcohol or claim that they can take it or leave it alone; Rationalization, wherein they deny the existence of any problem; and Projection, wherein they project the blame for their problem (if they admit they have one) onto other people or things, such as work pressures, a nagging spouse, or financial difficulties. 5. Competent supervisors with little patience and empathy can give help to employees who have a concern that has caused some emotional stress and anxiety. By simply making themselves available and actively listening to their employee, the employees, and the agency both benefit. This type of case involves the simple matter of encouraging employees to examine the facts so that they can recognize they are not necessarily what they have interpreted them to be. 6. The technique of nondirective or employee-centered counseling is one in which the supervisor stimulates individuals to discover their own problem and decide on a course of action to correct it. 7. When the symptoms indicate a deep-seated psychosis or other serious emotional problem, professional help would be indicated. Additionally, if the supervisor believes the employee may be a danger to themselves or others, a psychological fitness for duty evaluation would be appropriate. 8. The supervisor should avoid giving advice or opinions, diagnosing the problem, and directing subordinates in solving it; rather, interest can be focused on how to help them gain insight into their problem. The supervisor should listen and ask the right questions without talking about the alcohol problem until after the subordinates ―discover‖ it I. 9. Properly phrased questions are useful for encouraging the employee to talk. They should also be used to obtain information or to lead the conversation toward matters that are more pertinent. 10. It is important that the employees‘ ego is preserved because they cannot be helped until they want to be. They must be allowed to make their own evaluation of themselves and gain insight into their problem through the process of gentle prompting.