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Sample Narrative #1
Portfolio Concentration: Public Safety Management (Seeking
12 credits)
Learning Clusters Addressed: Management of Urban
Organizations (4 credits), Public Safety Management (4
credits), and Conflict Management (4 credits)
Introduction
My request for this block of twelve credit hours is based upon
learning and experiences I have gained in 23 years of law
enforcement service with the City of Brunswick, Ohio. As will be
detailed in this section, I have enjoyed a number of different
learning experiences that have provided me with the knowledge
and ability to fulfill my duties as a police supervisor. Many of the
training sessions I have attended, in addition to a large amount of
practical work in this field, directly relate to courses of study that I
am seeking credit for.
Management of Urban Organizations
Prior to my promotion to the rank of sergeant with the
Brunswick Police Department, I had to pass a civil service
promotional examination. This examination required my reading
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several texts. One of the major texts relied upon was Municipal
Police Administration (A.1). This text provided me with important
background information, as well as giving a new first-line
supervisor valuable insight into the responsibilities of police
supervision. Topics such as budgeting, organizational principles,
policy development and general patrol administration were all
extensively covered. These were all topics that I came to be
heavily involved with as a supervisor in a small municipal police
department. Following my promotion, I attended a seminar in
Police Supervision at the Ohio State Highway Patrol Academy in
Columbus, Ohio (C1). This was a first-line supervisor's course
geared to the newly-appointed supervisor. The course essentially
built upon the promotional examination readings, though
emphasizing the duties and responsibilities of the first-line
supervisor in regard to general concepts of supervision. This was
then applied to normal situations that a supervisor might be faced
with in a police setting.
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Key components of this training dealt with enforcing
departmental policies and regulations. Effective approaches to
discipline were also stressed. Concerns such as budgeting and
policy design were not a focus of this training. This was a course
that featured practical approaches to supervision rather than theory.
Thus, the course provided a "bare bones" underpinning to the
actual job as a supervisor, which I have performed on a daily basis
since assuming my role as a shift sergeant spanning some 18 years
(B1). While providing a wealth of practical experiences, further
training in actual management concepts was provided by way of
attendance at the Traffic Institute of Northwestern University's
School of Police Staff and Command. This was an intensive 10week block of training devoted to training police managers. The
topics covered a wide spectrum of management issues, and they
provided the individual student with a solid grounding in the
principles of police management. I found this course to be
extremely helpful in my personal development as a police
manager.
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The subjects taught during this school were all college-level
courses of study and were accredited by Northwestern University.
The Traffic Institute is nationally known for the excellence of its
police training programs. Originally founded to promote training in
traffic issues, as its name implies, it has branched out into other
areas of police training.
The course began with an introduction to management and
organizational behavior. This consisted of a discussion of the
management process. This provided an excellent overview of the
activities, functions and basic elements of an administrator's job.
The relationship between people, ideas and things was thoroughly
discussed. This discussion was then coupled with an
"Organizational Norms Questionnaire", which helped me evaluate
my own organization. Several examples of organizational conflict
and team planning were role-played and discussed by the group.
The focus of these discussions centered on the role of an effective
manager in a local government setting. This was highlighted in an
article that appeared in Public Management (Stoner, 1986). The
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article presented the idea that a proactive stance toward innovation
is the key in achieving success as a local government manager.
These discussions were then followed by an extensive block of
training related to organizational behavior. Beginning with a
historical overview of organizational behavior, I was given
instruction in the different classical organizational theories that
have been important milestones in the development of the
management process. Starting with the theory of "Scientific
Management", I learned the management principles of F. W.
Taylor (1967) and the "Machine Model". Important ideas of the
"Economic Man" and time and motion studies were explained in
relationship to such things as:
a) Division of Labor - Specialization
b) Scaler and Functional Processes
c) Organizational Structure
d) Span of Control
From this point, both the contributions and limitations of
Classical Management Theory were discussed. This then led to an
examination of the Neo-Classical Organizational Theory as it was
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founded in the Human Relations Movement. The need for the
concept of "job enlargement" was introduced as a major driving
force to this management approach. This was followed by the
study of the Theory X and Theory Y dichotomy. A comparison
was made between traditional versus modern management theory.
Once this had been accomplished, the relationships between
authority, power and leadership and their place in the
organizational scheme were discussed. The discussion expanded
upon describing the various schools of management thought. These
included:
a) Management Process School
b) Empirical School
c) Human Behavior School
d) Social System School
e) Mathematical School
f) Decision Theory School
g) Communication Center Approach
h) Accounting School
i) System Management School
The important highlights of each school of thought were
examined, and then contrasted with the other schools of thought to
provide a detailed overview of management theory. The discussion
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focused on police management with an eye toward staff
development. It was essential to understand that management was
in fact a process, which must be mastered for one to become a
successful manager.
At this point, the training moved to developing effective
interpersonal communication. The differences between good
communicators and poor communicators were explained using five
major components. These components were:
a) Self-concept
b) Listening
c) Clarity of Expression
d) Coping with Angry Feelings
e) Self-disclosure
The importance of interpersonal communication clearly is a
factor to be considered in overall law enforcement, as well as
managing an organization. It is extremely important that a
supervisor be able to communicate effectively with his or her
subordinates. I am reminded of a quote attributed to Galileo, which
was used to illustrate this point in class, "You cannot teach a man
anything. You can only help him discover it within himself."
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A major part of this training was outlined in a film titled
"Transactional Analysis". The film demonstrated that
Transactional Analysis (TA) is an effective approach to
interpersonal communication. In the discussion and role playing
that followed, the tenets of TA as developed by Eric Berne (1964)
were illustrated and examined. Key concepts such as selfknowledge, understanding other people, and opening up productive
communication channels were developed.
After conducting an "Exploring Your Personality" exercise, the
students generated a personal bar graph dealing with interpersonal
communications as they related to TA. This was a most instructive
exercise. Students then completed a self- awareness survey based
on an Interpersonal Communication Inventory. A self-rating was
then accomplished by each student using Luft and Ingham's Johari
Window. These were useful exercises in analyzing the process of
giving and receiving feedback.
Once these topics were covered, the group was directed toward
examining these principles as they relate to police-citizen contacts.
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It was demonstrated that the routine office-violator contact need
not be a totally negative experience. Obviously, interpersonal
communication skills developed in the management arena are just
as important in the area of "routine" police work.
Once the basic areas of organizational history and management
methods had been completed, the course moved on to other topics,
all of which were linked to police activities. These topics included:
a) Effective Discipline/Inspection
b) Time Management
c) Training
d) Legal Issues
The block of instruction dealing with discipline and inspection
covered a wide range of topics, beginning with creating a system
of inspection within the unit, both on an administrative and
operational level. The importance of having an inspection system
in place, as a means of "quality control", was stressed. This was
built into a system of problem identification and problem solving.
The four basic tenets of this area of management were:
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a) Identify the problem
b) Plan the solution
c) Put it into action
d) Review and evaluate it
It was shown that when properly employed, such a system
will accomplish the primary phase of management and ultimately
provide for an efficient police organization.
The subject of discipline was then brought into the mix.
Building upon the Police Canon of Ethics (B2) originally taught to
all police officers during their initial basic police training,
instructors illustrated the need for a fair and effective method of
discipline to be employed within the organization. An effective
disciplinary process was outlined to provide each student with a
model for this critical management tool. Various aspects of state
and federal law were discussed, as well as Ohio Civil Service law.
The importance of staying within the framework of law was made
clear when related to a disciplinary appeal process.
Other approaches to discipline problems were considered in
light of judicial rulings (as well as contract provisions negotiated
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between management and employees) dealing with employee
rights. Such things as counseling for alcohol and drug problems, as
well as recommended treatment strategies (in terms of
administrative action) were examined. These problems were also
contemplated in regard to legal (constitutional) versus
administrative actions. Overall, these sessions highlighted the
proper place for discipline within the organizational framework.
Also, the need for a constructive performance evaluation system
was demonstrated.
Another management concern examined was that of the
problems associated with proper time management. The
importance of time management to the police administrator was
analyzed in detail. Methods of improving one's time management
were described, such as employing a daily time analysis log to
evaluate one's activities. Several significant concepts such as
delegation of authority, establishing priorities, and having specific
long-range goals and objectives were shown to be necessary
strategies for an effective time manager. Once the manager had
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established clearly defined areas of responsibility, he can then
identify those areas of concern that may be delegated to
subordinates with proper direction. Peter Drucker (1982) states that
effectiveness is the foundation for success. The effective use of
time is the most important step towards this ultimate goal.
Another important topic reviewed was the importance of
training within the organization. Any training conducted within the
organization must be done with a clear plan in mind. The
conservation of resources in any organization requires this to be
done. Critical resources such as man hours and training funds
cannot be squandered within any police organization. To this end,
ten components of an effective approach to training were presented
as being basic to any comprehensive training program.
The ten components include:
a) Statement of Mission
b) Goals
c) Objectives
d) Statement of Philosophy
e) System of Management
f) Revisions & Modifications
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g) Facilities/Equipment
h) Needs Assessment
i) Costs and Finances
j) Records
Once these ten components are fulfilled, an effective in-service
training program can be created and maintained for the betterment
of the entire organization. This is particularly important in a police
agency where court decisions such as Canton v. Harris mandate
proper training. Also, a failure to train will leave a city potentially
liable for actions resulting from lack of proper training, as a city
will not be able to hide behind the traditional doctrines of
sovereign immunity as in the past. Furthermore, proper policy
guidelines must also be
established to support such training. Some of the items that need to
be addressed in such a policy are:
a) Responsibility for training
b) Authority of training staff
c) Training program design
d) Training priorities
The importance of training cannot be underestimated. The
lack of a meaningful training program will result in an organization
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that becomes stagnant and, therefore, resistant to change. Such an
organization cannot then evolve as the society around it changes. It
will become incapable of successfully accomplishing its mission.
In terms of a policy agency, this means that it will no longer be
able to provide effective service to the community. To this end, the
Management of Change was an important point of consideration.
The dynamics of change in
an organization were viewed through a systems approach, which
considered the following:
a) Technology
b) Structure
c) Psychology
d) Environment
The implications of change were also dealt with as they
related to the organization. The following seven strategies of
change were introduced:
a) Fellowship Strategy
b) Political Strategy
c) Economic Strategy
d) Academic Strategy
e) Engineering Strategy
f) Military Strategy
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g) Confrontational Strategy
The need for flexibility in designing and implementing any
strategy of change were made readily apparent. The need for
feedback and analysis of the changes made were also considered in
some detail. It became evident that managing the dynamics of
change is a pivotal point of concern for an effective police
administrator.
Finally, the last major piece of management instruction dealt
with current Federal laws and directives dealing with civil rights
and other similar issues. The mandates in place dealing with the
protection of minorities in the workplace are major issues for the
police administrator of today. These issues run the gamut of hiring
practices to working conditions, and affect almost every aspect of
the police environment. Some of the major laws were the
following:
a) Equal Employment Opportunity Act
b) Age Discrimination Act of 1975
c) Federal Revenue Sharing
d) Equal Pay Act
e) Civil Rights Act
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Specific instances and cases were then explored to provide
guidance. Instances were examined in some depth to provide
useful insight into this significant area of management. Among
these examples were:
a) Sex discrimination
- hiring practices
- pregnancy leave
- sexual harassment
b) Handicap discrimination
c) Religious discrimination
d) Political freedom
e) Affirmative action
The obvious impact of these laws and regulations cannot be
ignored and must always be considered when changing the
organization, or even maintaining its day-to-day operation.
Overall, this ten-week course proved to be an extremely valuable
learning experience for me, and provided me with excellent
fundamentals in terms of developing my management skills.
Public Safety Management
Since attending this series of classes, I have also attended
several other management related seminars, which have served to
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further my proficiency in the different areas of my police
responsibility with the Brunswick Police Department. These
seminars included the following:
a) Firearms Instructor Certification (C4)
b) Instructor Certification Vocational/Adult Education (C5)
c) Firearms Program Management (C6)
d) Managing Police Traffic Services (C7)
e) Supervision of Special Training Problems (C8)
f) Productivity Management in Law Enforcement (C9)
g) Traffic Engineering for Small Departments (C10)
Additionally, my duties with the Brunswick Police Department
have included a number of different training and supervisory
assignments (C11/D1/E1). These included firearms training,
intoxilyzer training (C12), and program supervision. In addition to
my in-service training responsibilities, I have also been a guest
instructor at the Medina County Basic Police Academy, and have
conducted training seminars for the MEDWAY and MCDAC drug
enforcement agencies (D2/D3). I have also addressed the Ohio
Lifesavers' Conference (a traffic safety work group).
Currently, I am an adjunct instructor at the Ohio Peace Office
Training Academy, specializing in Commercial Motor Vehicle
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Enforcement (B3). I have also written and managed a federal grant
dealing with bicycle safety for the City of Brunswick, which won a
state award (D4/E2). Furthermore, I managed the departmental
transition from revolvers to semi-automatic pistols. This involved
creating and managing a testing process for the new handguns;
formulating a budget proposal for the acquisition and training with
the new handguns; and making a presentation to City Council
(including a demonstration and instructional video). Once the
handgun purchase was approved, I created a training manual for
the department and supervised the transitional training process
(E3/E4).
As a Brunswick Police Department employee, I recently
completed the formation of a specialized traffic unit within the
patrol division. This work included setting policy guidelines for the
unit in terms of operational employment, as well as establishing
equipment needs. As of April 1, 1996 when the unit goes on-line, I
will be the officer-in-charge, being transferred from normal shift
supervision duties. Also, I have been named supervisory sergeant
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for the Department's Emergency Response Team--a "SWAT" type
unit (D5).
In summary, for the past 21 years, my career in police work has
given me valuable insight into the administration process. This
insight has allowed me to development my management style and
allowed me to function in a competent manner within my agency.
Conflict Management
Continue with next section of narrative
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References
Berne, E. (1964). The games people play. New York: Grove Press.
Drucker, P. (1982). The practice of management. New York: Harper
Collins Publishers Inc.
MacNamara, D. (1984). Journal of Criminal Law and Criminology, 41 (5),
711-713.
Stoner, J. (1986) Public management. New Jersey: Prentice Hall.
Taylor, F. (1967). The principles of scientific management. New York:
Harper & Row Publishers Inc.
Transik, D. & Elliot, J. (1981) Managing police organizations. Monterey,
CA: Duxbury Press.
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Documentation Key
A Personal documentation
B Job descriptions
C Training Certificates
D Commendation letters
E Published articles
Documentation List
A1 Promotion Document
B1 Job Description/Police Sergeant - Brunswick Police
Department
B2 Police Canon of Ethics
B3 Adjunct Instructor - Contract/Ohio Peace Officer Training
Academy
C1 Certificate - Police Supervision/Ohio State Highway
Patrol Academy
C2 Training Syllabus - School of Police Staff and Command
C3 Diploma - School of Police Staff and Command
Traffic Institute, Northwestern University
C4 Certificate - Police Firearms Instructor/Ohio Peace Office
Training Academy
C5 Certificate - Adult Education Instructor/Ohio Department
of Vocational Education
C6 Certificate - Firearms Program Management/Smith &
Wesson Academy
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C7 Certificate - Managing Police Traffic Services/Traffic
Institute, Northwestern Univ.
C8 Certificate - Supervision of Special Traffic
Problems/Ohio State Highway Patrol
Academy
C9 Certificate - Productivity in Law Enforcement/Law
Enforcement Institute,
Kent State University
C10 Certificate - Traffic Engineering for Small Police
Departments/Ohio
Peace Officer Training Academy
C11 Certificate - Police Firearms Instructor/National Rifle
Association
C12 Certificate - Intoxilyzer Senior Operator/Ohio
Department of Health
D1 Letter of Commendation - East Cleveland Police
Department
D2 Letter of Commendation - MEDWAY Drug Enforcement
Group
D3 Letter of Commendation - MCDAC Drug Enforcement
Group
D4 Letter of Commendation - Ohio Public Utilities
Commission
Enforcement Division
D5 Letter of Commendation - Ohio Department of Highway
Safety
E1 Published Magazine Article - Law and Order, October
1978
E2 Published Magazine Article - Law and Order, August
1991
E3 Newspaper Article - Medina County Gazette
E4 Training Manual - 9mm Pistol Transition Program
Brunswick Police Department