Proposal for a Graduate Certificate in Police Executive
Leadership Development for the Southern Police Institute
Educational Objectives and Rationale
1. Program Objectives To respond to the needs for educated professionals in the field of
police organizational administration, the Southern Police Institute and the Department of
Justice Administration have developed a graduate certificate program in Police Executive
Leadership Development. The certificate will consist of 12 credit hours with 4 required
courses drawn from the current graduate course offerings of the Department of Justice
Administration and the Southern Police Institute. These courses will be offered as part of
the curriculum of the Southern Police Institute’s Administrative Officers Course.
2. Rationale for the Program Policing is an important and demanding profession. We
expect a high level of professionalism from the individuals’ charged with our public
safety, protection of our civil rights and homeland security. As a result, the development
of organizational leaders in policing is an ongoing challenge. Since the 1970’s police,
professional standards and educational levels have increased substantially. Today the
police profession is witnessing an increasing demand for police executives who have
been educated beyond the undergraduate level. It is expected that this demand will
continue and the Southern Police Institute and the Department of Justice Administration
wish to position themselves to meet this challenge. The Certificate proposed will also
serve as an incentive for our students to enroll in the Masters of Science Degree in the
Administration of Justice currently offered on-line through the University’s Distance
Education Program. (The Certificate courses will meet 12 of the18 hours of the elective
requirements for Justice Administration Master of Science program).
3. Relevance to the University mission, goals, and objectives. The proposed certificate
in “Police Executive Leadership Development Graduate Level” supports the Council on
Postsecondary Education Mission Statement for the University of Louisville. “The
University of Louisville shall serve the specific the specific educational, intellectual,
cultural, service and research needs of the greater Louisville region.” This certificate
program will serve the needs of police practitioners in the greater Louisville area and
throughout the United States. It will also aid the Department of Justice Administration in
attracting students to their graduate programs. In addition it will also serve to rationalize
the process of graduate education currently offered by the Southern Police Institute. 1
4. Program The Administrative Officers Course has been the primary program of the
Southern Police Institute since its creation at the University of Louisville in 1951. In
1962, the Curriculum Committee of the College of Arts and Sciences, University of
Louisville approved 15 semester hours of undergraduate credit for the students attending
the Administrative Officers Course. In 1973 nine graduate credit hours for qualified
students was approved by the college’s curriculum committee. Since 1973, each
Administrative Officers Course has had 9 credit hours of graduate course offering for
students who have a baccalaureate degree. This integration of undergraduate and graduate
courses in a leadership development program has contributed to the national recognition
of the Southern Police Institute as one of the leading police executive development
programs in the United States. These graduate hours are posted to the student’s university
transcript in the College of Arts and Science and the students are identified as “A&S
Non-degree.” Over time, this has created problems for students wishing to transfer their
graduate credit earned at the University of Louisville to programs in other institutions of
higher education. Generally, upon provision of a letter of explanation from both the
Director of the Southern Police Institute and the University Registrar, graduate credit is
awarded to our students. Even students who enroll in our Master of Science program
must obtain approval from our Graduate Program Coordinator and the Graduate Dean to
transfer the hours from our Administrative Officers Course to our Graduate Program. The
Administrative Officers Course of the Southern Police Institute is twelve weeks in
duration. Students receive 5 hours of course instruction for 11 weeks for each
undergraduate course (400s’) and with 7.75 hours of instruction for 11 weeks for each
graduate course (600s’). The 12th week within each course includes a 2.5-hour final
examination period. Students presently enrolled in one of two tracts within this program.
The current post-baccalaureate track requires completion of 5 courses: JA 471, JA 473,
JA 576, JA 606 and JA 665. This post-baccalaureate track will be replaced by the
proposed graduate certificate program. The goal of this graduate certificate program is to
prepare the students to assume leadership and policymaking positions in the police
departments of this nation. Graduates will: • possess the knowledge and skills required to
manage and to direct the resources of a law enforcement agency; • be prepared to deal
effectively with the complicated and important administrative issues confronting law
enforcement managers; • possess an understanding of current law enforcement
operational philosophy and practice; • possess an understanding of the contemporary
legal responsibilities of law enforcement administrators; • be able to apply contemporary
methods of problem identification, evaluation, and solution; • possess the knowledge and
skill required to evaluate efficiency and effectiveness of law enforcement operations; and
• possess the knowledge and skill required to be technically proficient to perform at a
higher level. 2
5. Program demand There has been continuous demand for graduate level education at
the Southern Police Institute since 1973. The Administrative Officers Course graduate
course offerings experience a student enrollment of between 18 to 35 students each fall
and spring semester. The transcripts of these students read that they graduated from an
undergraduate certificate program subsequently; this has necessitated numerous letters of
explanation from both the Director of the Southern Police Institute and the Registrar’s
Office. The need for police executives to manage effectively and efficiently is ongoing.
The critical nature of the services they provide and the central role police departments
play in providing safe communities place them in a very high profile position. When
these pressures are linked to, the evolving homeland security role currently expected of
local law enforcement since September 2001 the need for executive development
education is heightened. The proposed graduate certificate program will meet this need.
6. Explain why this certificate is appropriate for students rather than a degree
program. The purposes of the graduate certificate program are two-fold. First, the
content of the proposed courses are highly appropriate for the development of the
knowledge, skills and abilities expected of today’s local and national police managers.
This certificate program will serve as an introduction to the Master of Science in Justice
Administration Degree currently offered as part of the Department of Justice
Administration Distant Learning Programs. Since the creation of the on-line program we
have had approximately 8 to 12 student who have graduated from the Administrative
Officers Course enroll in the Justice Administration Distance Graduate program each
semester.
7. Admission to the Program Applicants must meet the standards for non-degree status
admission, including an earned Bachelor’s Degree and appropriate letters of
recommendation. They must be full-time members of police departments serving in a
command, managerial or administrative position and recommended by their chief
executive officer. Applicants must take a written placement examination prior to
consideration. The Nelson Denny Reading Test is the placement test. We do not allow an
individual to enter the program with a reading or word comprehension score below
the12th Grade level. Those students seeking to take the Masters Program must meet all
the requirements for conditional admission to the Graduate School. Applications are
reviewed for eligibility by the Southern Police Institute’s faculty who are members of the
University’s Graduate Faculty and the Department of Justice Administration faculty. II.
Program Description 1. Required Courses and activities. This certificate program will
consist of four (4) graduate courses all of which are presently part of the Department of
Justice Administration graduate curriculum. These are as follows:
3JA 576 Managing Organizational Performance (3.0) The course presents an
examination of factors affecting the management of organizational performance. It is
designed to help participants develop conceptual diagnostic and problem-solving skills
required of strategic managers in contemporary law enforcement organizations.
JA 612 Criminal Justice Administration: Police (3.0) This course presents an analysis
of the functions of police in society; principles of law enforcement organizations,
administration, policy formulation, integrity and management of personnel; statutory
limitations on authority and jurisdiction.
JA 625 Legal Aspects of Criminal Justice Management (3.0) This course focuses upon
the legal issues affecting agency management, the effects of constitutional provisions,
statutes, ordinances, and judicial decisions on justice administration. In addition, it
presents a discussion of legal aspects of selection, promotion, assignment, and
termination of employees.
JA 665 Special Topics in Justice and Criminology (3.0) This course presents a study
contemporary organizational leadership issues concerning the philosophy, management,
and operations of law enforcement agencies.
2 Evaluation. The program is expected to attract members of the law enforcement
profession, and to enhance the current graduate program in the Department of Justice
Administration. It is anticipated that 40-50 students per year will participate in this
certificate program. In addition, it is anticipated that graduate students who complete the
certificate program will be able to advance in the law enforcement profession. Graduates
will be tracked and surveyed every 5 years to review this program.
III. ADMINISTRATION OF CERTIFICATE PROGRAM
3.1. The Program The certificate program will be housed in the Department of Justice
Administration. There are no other graduate certificate programs of this type for Law
Enforcement administrators within Kentucky at this time.
IV. RESOURCES 4.1. Resources Required The facilities will be those currently used
by the Southern Police Institute in McCandless Hall. No additional facilities are required.
The courses proposed in this program are already part of the degree program of the
Department of Justice Administration. Therefore, the graduate faculty who currently
teach courses for the Southern Police Institute will participate as course instructors and as
student advisors.
4
4.2. Budget Request This proposed change in our curriculum will not require additional
cost or resources because it is currently part of the Director of the Southern Police
Institute’s annual faculty workload. Internal resources will be allocated as necessary.
Current faculty teaching assignments will be not be affected by this change since these
courses are already in our curriculum. It will also enhance research opportunities for the
faculty by increasing the course requirements to reflect graduate level analytical projects.
Additionally there are no operational or capital costs required by this proposal. Forms one
and two budget sheets are attached.
5
FORM 1 Departmental Expenditures for Centers/Institutes (Academic Year) (Columns 45 continuation only) 2005-06 2006-07 2007-08 2008-09 2009-10 I. Personnel 1. Full-time
ranked faculty (FTEF)
a. Number of FTEF __.10 ___.10 ___.10 ___.10 ___.10
b. Average salary 84091.00 86613.73 89212.14 91888.50 94645.15
c. Fringes per avg. sal. 21022.75 21653.43 22303.03 22972.12 23661.28
d. Cost of FTEF: a x (b+c)10511.37 10826.72 11151.52 11486.06 11830.64 2.
Part-time faculty (PTF)
a. Course credit hours taught by PTF ______ ______ ______ ______ ______
b. Average PTF salary per credit hour ______ ______ ______ ______ ______
c. Average PTF fringes per credit hour ______ ______ ______ ______ ______
d. Cost of PTF: a x (b+c) ______ ______ ______ ______ ______
3. Other (specify) Categories % (e.g., secy.) full-time rate . . . ______ ______ ______ ______
Cost of Other ______ ______ ______ ______ ______
Total Personnel Costs: ______ ______ ______ ______ ______
II: Operating Costs:
1. Supplies ______ ______ ______ ______ ______
2. Travel ______ ______ ______ ______ ______
3. Library Budget (in addition to current expenditures)
a. Books ______ ______ ______ ______ ______
b. Journals ______ ______ ______ ______ ______
c. Electronic Res. ______ ______ ______ ______ ______
d. Other (specify) ______ ______ ______ ______ ______
4. Student support (assistantships, fellowships, tuition waiver) ______ ______ ______ ___
5. Equipment
a. Instructional ______ ______ ______ ______ ______
b. Research ______ ______ ______ ______ ______
c. Computer equipment and software ______ ______ ______ ______ ______
d. Other ______ ______ ______ ______ ______
Total Operating Costs: 10511.37 10826.72 11151.52 11486.06 11830.64
III. Capital Costs
1. Facilities
a. New Construction ______ ______ ______ ______ ______
b. Renovation ______ ______ _____ ______ ______
c. Furnishings ______ ______ ______ ______ ______
6
2. Other (please specify) ______ ______ ______ ______ ______
Total Capital Costs: ______ ______ ______ ______ ______
Total Expenditures: 10511.37 10826.72 11151.52 11486.06 11830.64 7
FORM 2 AMOUNT AND SOURCES OF REVENUE
1. Regular state appropriation and tuition and fees ______ ______ ______ ______ ______
a. New money ______ ______ ______ ______ ______
b. Internal reallocation 10511.37 10826.72 11151.52 11486.06 11830.64
2. Institutional allocation from restricted endowment ______ ______ ______ ______ ______
3. Institutional allocation from unrestricted endowment ______ ______ ______ ______ _
4. Gifts ______ ______ ______ ______ ______
5. Extraordinary state appropriation ______ ______ ______ ______ ______
6. Grants or contracts
a. Private sector ______ ______ ______ ______ ______
b. Local government ______ ______ ______ ______ ______
c. State ______ ______ ______ ______ ______
d. Federal ______ ______ ______ ______ ______
e. Other ______ ______ ______ ______ ______
7. Capitation ______ ______ ______ ______ ______
8. Capital ______ ______ ______ ______ ______
9. Other (please specify) ______ ______ ______ ______ ______
Total Revenues 10511.37 10826.72 11151.52 11486.06 11830.64
8
Sample Syllabus JA 665 (2779-665-01): SPECIAL TOPICS IN POLICING:
STRATEGIC PLANNING AND MANAGEMENT University of Louisville
Department of Justice Administration Southern Police Institute Gennaro F. Vito, Ph.D.
Professor 203 Brigman Hall Phone: 852-6509 FAX: 852-0065 e-mail:
gf.vito01@louisville.edu Office Hours: 2:30 – 5:30R & By Appointment Course
Description: This course will focus on strategic planning and management. We will
study planning techniques to design and implement programs. The course readings deal
with current management issues in policing. Course Objectives: These objectives
represent what the student might reasonably expect to achieve in this course with active
participation and study. 1. To understand the principles of strategic planning. 2. To
develop a strategic plan. 3. To master related principles of administration and
management. Course Requirements: Your final grade will be determined by the
following factors. 1. Midterm Examination: (25%) is listed below. Term Paper: (75%)
This term paper will be a strategic plan to address a problem facing your department.
Textbooks: Henry, Vincent E. (2002). The Compstat Paradigm: Management
Accountability in Policing, Business and the Public Sector. (Belmont, CA: Wadsworth).
Sylvia, Ronald D., Sylvia, Kathleen M., and Gunn, Elizabeth M. (1997). Program
Planning and Evaluation for the Public Manager. (Prospect Heights, IL: Waveland Press).
9
Midterm Examination: To end all suspense, here is your midterm examination question.
In your opinion, what are the three best and the three worst ideas presented by Henry? Is
Compstat a viable option in your department? If your department has already adopted a
version of Compstat, discuss its implementation and operation compared to how it
developed in New York City. The page limit is ten, double-spaced, and typed pages.
Please turn in all assignments on disk as well as hard copy. The instructor reserves
the right to change this syllabus if circumstances warrant an alteration in
examinations or assignments. If changes are made, students will be given adequate
notice. COURSE SCHEDULE WEEK Henry Sylvia, Sylvia & Gunn 1 2 1 – 2 3 3 – 4 1 4 5
– 6 2 5 7 – 8 3 Case: The Drug Court Alternative 6 9 – 10 4 Case: Social Service Problems in
Balkinwalk 7 INDEPENDENT STUDY WEEK 8 MIDTERM EXAM DUE 5 Case: Change of
Command 9 6 Case: Troop B 10 7 Case: Evaluating a Training Process 11 8 Case: Teacher’s
Aides 12 Case: Cutback Management 10
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CCoouurrssee August 15 –
November 11, 2005
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Administration 576 INSTRUCTOR: William F. Walsh,
Ph.D. Director Southern Police Institute Department of Justice
Administration College of Arts & Sciences University of Louisville (502)
852-0330 OFFICE HOURS: Open during 9:00 a.m. to 5:00 p.m. weekdays
wfwals01@gwise.louisville.edu 11
JA 576 Managing Organizational Performance CLASS HOURS: Monday &
Wednesday 1:00 – 3:30 pm PLEASE CHECK CLASS SCHEDULE FOR
DAY/TIME CHANGES Course Overview: This course explores the theories,
concepts, and practice of organizational management. Managing a law enforcement
organization is a complex and demanding task. Rapid changes in technology, community
demographics, cultural values, economics, and trans-national crime, terrorism, law and
government regulations have created a world of challenges that law enforcement
executives of yesterday never imagined. Today police managers are required to be
strategic thinkers whose organizations are expected to address a wide range of problems.
These executives are being challenged by a variety of driving forces that exist within and
without their organizations. The strategic leader rises to these challenges and creates an
organizational direction that is designed to achieve the department’s mission while at the
same time enhancing its value in the eyes of the community. The method of instruction
employed in this course is designed to provide the student with practice in organizational
diagnosis, strategic thinking and analysis, problem solving and strategy development
through the use of a mixture of case studies, group discussions, lectures, videos and
assigned readings. The process is designed to enhance the strategic thinking, problem
solving and organizational leadership skills of the course participants. It is hoped that
through this course of study you will come to understand that your ability to improve
both your personal and organizational performance is directly related to the knowledge
you possess as well as the how well you analyze, think and make decisions. Course
Outcome Objectives: Upon completion of this course the participants will be able to
demonstrate: � An understanding of strategic leadership � A conceptual
understanding of organizational performance issues � Diagnostic decisionmaking skills for analyzing these issues � A variety of analytical and
conceptual "tools" that will assist in the improvement of personal and
organizational performance � Planning and strategy implementation skills �
The knowledge and skills to effectively manage and direct the resources of a
law enforcement organization � How to create effective organizations that
sustain themselves over time. 12
JA 576 Managing Organizational Performance Instructors Role: My
primary objective is to create a learning environment that will enhance your
understanding of the subject matter as well as aid in your professional development. My
role is that of both a teacher and facilitator whose classroom instruction will include but
will not be limited to the explanation and illustration of course elements. As a facilitator,
I will develop analytical discussions by using the Socratic Method to achieve the
participation of each class member. We will maintain a class environment in which each
participant's point of view is sought, respected, challenged and valued for its contribution.
As adult students you posses a variety of educational, training, work, and personal
experiences that I hope to build into class discussions to enhance the learning experience.
However, you should at times expect to be challenged in the classroom to defend and
explain the position you have taken. Your ability to respond to such a challenge in a
controlled, thoughtful and meaningful manner is one hallmark of a good executive.
General Student Responsibilities: To have a successful learning experience
everyone is expected to participate in a responsible manner. You will be expected to
have read the assigned materials and be ready to discuss them in class. As an aid to
personal growth, students may wish to prepare written case reviews or notes on the
assigned case material prior to class. These review write-ups are your learning notes that
will assist your preparation for the class discussions and examinations. Grading levels
and assignment will be different for students enrolled in the undergraduate and
graduate course options. Course Requirements: Undergraduate Students
Examinations: There will be three (3) examinations. These will contain multiple
choice and short analytical essay questions. These exams will test your knowledge of all
cases, lectures, discussions and class reading materials assigned prior to the exam date.
Material included on the examinations will be thoroughly discussed in class and/or
included in the assigned readings. You will be expected to integrate course material
into all essay answers. Course Requirements: Graduate Students
Examinations: There will be three (3) examinations. These will contain multiple
choice and short analytical essay questions designed to test graduate students. These
exams will test your knowledge of all cases, lectures, discussions and class reading
materials assigned prior to the exam date. Material included on the examinations will be
thoroughly discussed in class and/or included in the assigned readings. You will be
expected to integrate course material into all essay answers. Analytical Paper: An
analytical paper focused on a topic appropriate for this course is required of each
graduate student. You will receive specific written instructions regarding this assignment
with the course syllabus. (See attached)
13
JA 576 Managing Organizational Performance Class Participation: All
students are expected to contribute to the discussion of the class topic. The instructor will
direct questions pertaining to the assigned readings to students. Since class participation
is important, I have assigned a weight to this factor in the grading structure.
Students failing to participate, or displaying a lack of preparation or an answer such as “I
don’t know” will be challenge and possible receive a negative class participation mark.
Leadership demands that you have the ability to think “clearly” even under pressure. The
instructor will explain grade ranges for class participation. Course Evaluation &
Grading: Undergraduate Grading: � Classroom Participation 5 % � Course
Examinations (1 @ 25% & 30 @ 40%) 95 % Graduate Grading: � Classroom
Participation 5 % � Analytical Project Paper 25 % � Course Examinations (1 @ 20% &
2 @ 25%) 70 % Grading Scale: Letter grading will be consistent with the policy of
the Southern Police Institute and the Department of Justice Administration. Grades
will be assigned on the following earned percents: A+ = 98 – 100 C+ = 83 – 84 A
= 95 – 97 C = 79 – 82 A- = 93 – 94 C- = 77 – 78 B+ = 91 – 92 D+ = 75 – 76
B = 87 – 90 D = 72 – 74 B- = 85 – 86 D- = 70 – 71 F = 0 – 69 Course
Readings: Assigned cases from the Kennedy School of Government, Harvard
University and Harvard University Business School, handouts and class reading
modules that are posted on the Web. Instructor will provide information on Web
access. Attached to this outline is a list of relevant references. These works were used in
the development of this course. 14
JA 576 Managing Organizational Performance Assistance: I will
make myself available for individual consultation and instructional guidance as the need
arises. Our goal is the make this a positive meaningful learning experience. Please make
an appointment to see me when you need assistance. You will usually find me in my
office most business hours so please come up to see me when you need to. NOTE: This
syllabus reflects the fundamental course requirements. Modifications and change may
occur because of extenuating circumstances. The right to make such modifications and
changes is reserved by the instructor. COURSE OUTLINE AND
READING ASSIGNMENTS Day 1 August 16, 2005 Tuesday 9:00 –
11:30 a.m. Welcome and Course Orientation LECTURE: Course
Requirements & Introduction READ: Course Outline Case Analysis Instructions
Analytical Paper Instructions DISCUSSION: Course Requirements & Case Analysis
Method Day 2 August 18, 2005 Thursday 9:00 – 11:30 a.m. MODULE 1:
Strategic Thinking and Decision Making VIDEO: “The Business of Paradigms”
READ: Module 1 – “Strategic Thinking and Decision Making” DISCUSSION: Thinking
and Personal Mastery Day 3 August 23, 2005 Tuesday 9:00 – 11:30 a.m.
MODULE 2: Strategic Management & Organizational Analysis READ:
Module 2 – “Organizational Analysis” DISCUSSION: SWOT Analysis Day 4 August
25, 2005 Thursday 9:00 – 11:30 a.m. MODULE 2: Strategic
Management & Organizational Analysis READ: Module 2 – “Organizational
Analysis” DISCUSSION: Reframing Internal Capacity 15
JA 576 Managing Organizational Performance Day 5 August 30,
2005 Tuesday 9:00 – 3:30 p.m. Presentation: Alex Ferguson
Deputy Director (retired) Illinois State Police: Strategic
Leadership Day 6 September 1, 2005 Thursday 9:00 – 11:30 a.m.
MODULE 3: Problem Solving & Planning READ CASE: ACTC Customer
Service Department READ: Module 3 – Problem Solving & Planning CASE
ANALYSIS: ACTC Customer Service Department DISCUSSION: Problem Solving &
Planning Day 7 September 6, 2005 Tuesday 9:00 – 11:30 a.m. MODULE
4: Transformational Leadership READ: Module 4 – Transformational
Leadership VIDEO CASE: “12 O’clock High” Day 8 September 8, 2005
Thursday 9:00 – 11:30 a.m. MODULE 4: Transformational Leadership
CASE ANALYSIS: “12 O’clock High” DISCUSSION: Transformational Leadership
Day 9 September 13, 2005 Tuesday 9:00 – 11:30 a.m.
EXAMINATION #1 Modules 1, 2, 3, & 4 Speaker Day 10
September 15, 2005 Thursday 9:00 – 11:30 a.m. MODULE 5: Vision &
Strategy READ CASE: Paul H. O’Neill at OMB & Alcoa READ: Module 5 – The Art
of Setting Direction CASE ANALYSIS: Paul H. O’Neill at OMB & Alcoa
DISCUSSION: The Art of Setting Direction Day 11 September 20, 2005
Tuesday 9:00 –3:30 p.m. Presentation: Colonel David F. McAllister,
Chief of Police New Castle County Police Department Delaware 16
JA 576 Managing Organizational Performance Day 12 September 22, 2005
Thursday 9:00 –11:30 a.m. MODULE 6: Managing Organizational
Culture READ CASE: Peter Browning & Continental White Cap (A) (B) READ:
Module 6 – Managing Organizational Culture CASE ANALYSIS: Peter Browning (A)
MID-SEMESTER
INDEPENDENT STUDY PERIOD September 25
– 30, 2005 Day 13 October 4, 2005 Tuesday 9:00 –11:30 a.m.
(B) DISCUSSION: Managing Organizational Culture
MODULE 7: Managing Change READ CASE: The Coast Guard’s Model Unit
Program (A, B, C) READ: Module 7– Leading Organizational Change CASE
ANALYSIS: Testing the Waters of Change in the Coast Guard DISCUSSION:
Organizational Change Day 14 October 6, 2005 Thursday 9:00- 11:30 a.m.
MODULE 8: Influence, Power and Team Building READ CASE: Amelia
Rogers at Tassani Communications (A) READ: Module 8 – Influence, Power and Team
Building CASE ANALYSIS: Amelia Rogers at Tassani Communications DISCUSSION:
Influence, Power and Team Building Day 15 October 11, 2005 Tuesday 9:00 –
11:30 a.m. EXAMINATION
#2 Modules 5, 6, 7, 8 &
Speaker Day 16 October 13, 2005 Thursday 9:00- 11:30 a.m.
MODULE 9: Reengineering the Organization READ CASES: NYPD NEW
READ: Module 9 – The Compstat Process DISCUSSION: The Compstat Process 17
JA 576 Managing Organizational Performance Day 17 October 18,
2005 Tuesday 9:00 –3:30 p.m. Robert
C. Course Associate
Director Financial Management Day 18 October 20, 2005
Thursday 9:00 – 11:30 a.m. MODULE 10: Strategic Leadership READ
ARTICLE: Tipping Point Leadership: Harvard Bus. Review READ: Module 10 –
Strategic Leadership DISCUSSION: William J. Bratton “Master Reengineer” Day 18
October 25, 2005 Tuesday 9:00 – 3:30 p.m. Presentation:
Richard
Janke, Assistant Chief of Police Cincinnati Police Dept.
Day 19 October 27, 2005 Thursday 9:00 – 11:30 p.m. MODULE 11:
Creativity & Organizational Learning READ CASE: Closing the Market:
Controlling the Drug Trade in Tampa READ: Module 11, Creating Learning
Organizations CASE ANALYSIS: Closing the Market: Controlling the Drug Trade in
Tampa, Florida DISCUSSION: Creating Learning Organizations Day 22 November
1, 2005 Tuesday 1:00 – 3:30 p.m. MODULE 12: Measuring
Organizational Performance READ: Module 11, Measuring what matters
DISCUSSION: Measuring Organizational Performance Day 22 November 2. 2005
Wednesday 9:00 – 11:30 a.m. EXAMINATION
Modules 9, 10, 11, 12 & Speakers 18
(Final) #3
JA 576 Managing Organizational Performance JA
576 Case
Analysis Instructions This course uses case studies developed by the
Business School and the Kennedy School of Government at Harvard University. A case
is a record of a situation that actually has been faced by managers. Each case contains the
facts, opinions, and perceptions that managers relied upon to make decisions and take
action. The cases are presented for group and individual analysis, discussion, decisionmaking and review of the action taken. They serve as the basis for observing patterns,
drawing out general principles and managerial introspection. Independent, critical
thinking is essential to the success of this teaching method. You are presented facts,
which are the raw materials out of which decisions can be reached in life. Management is
a human matter. Managerial success depends upon how people respond to specific
direction. However, the way employees respond to managerial direction is a complex
phenomenon. To understand it and manage it effectively requires critical analysis by the
manager. Thinking out original answers to new problems or giving new interpretations to
old problems are important skills for today’s law enforcement manager. In every
management situation there exists the reasonable possibility that the best response has not
yet been found. Each situation is a new situation, requiring imaginative understanding as
a prelude to sound judgment and action. Thus, analysis, judgment, and communication
come before performance. What makes case analysis worthwhile for you? Case
evaluation provides you with the opportunity to test and refine your analytical skills, not
to find the perfect answer. In the real world there are really no right or wrong answers.
Solutions work fully, partially, not at all. They generally create a whole new set of
concerns. Your decision-making process is critical to your learning here at the Southern
Police Institute and to your development as a manager and leader. Problem recognition
and analysis is the critical aspects of this learning process. Contradictory material,
misleading data, complex issues and uncertainty are found in these cases and every real
life problem. All must be handled in the analysis of each case and in life.
19
JA 576 Managing Organizational Performance JA
576 Case
Analysis Method 1. Read the case - Think, “What broadly is this case
about?” 2. What is the problem here? How does it relate to subject of the Module? 2.
Develop a sense of involvement in the problem. As you read the case underline the key
facts. Identify what is happening? Make notes as you read. 3. Key Analytical Issues to
Identify: a. What are the external and internal driving forces that create this case? b.
What are the central management issues? c. What is being accomplished or not
accomplished by the people involved? d. What factors and consequences need to be taken
into account to resolve this problem? e. What are the problems as you see them? List
them! f. Categorize the problems. Use a process of classification. g. What decisions
should be made to resolve these problems? Dig deep do not be fooled by surface
issues 4. Think what you would do in this situation. Develop a set of possible
problem solutions by considering alternative courses of action. � Identify your goals
and objectives for solving this problem? � Look for multiple solutions � Be creative /
Not ridiculous � How would you implement you decisions? 20
JA 576 Managing Organizational Performance Preparing
a
Written Case (Optional) (This is an aid to improve your
thinking and provide you with notes to review in the future) The preparation of a
written case as a study aid should follow the procedural steps outlined below. The key in
each step is for the student to present his or her reasoning clearly, concisely, logically and
persuasively. In the following steps, the process is as important (how you got there) as
the end (your conclusion). � Record the Important Facts Based upon the Above
Analysis. � Relate these Facts to the Key Issues and Problems. � Record your
Analysis and Evaluation of the Action Taken in the Case. � Identify the Key
Management Concepts & Principles Associated with this Case.
Good Luck
with your studies! 21
Justice Administration 576 Managing Organizational
Performance GRADUATE PROJECT PAPER
INSTRUCTIONS Each graduate student in JA 576 is required to
prepare a graduate level analytical paper. This paper will provide an opportunity for the
student to practice organizational analysis skills appropriate for a command level
strategic manager. This project paper will be one of the more immediately visible
products of your skills and abilities at the Southern Police Institute. The paper will
provide an opportunity for each graduate student to conduct a SWOT analysis of his or
her department or unit (unit selection cleared by Dr. Walsh) (For Strengths,
Weaknesses, Opportunities and Threats Analysis See Module 2 in the class
readings.) Upon completion the student using this analysis, will identify the most critical
issue currently faced by their organization. This critical issue will be assignment will
contain your response to this issue and an implementation plan. Before you begin this
analysis you must fully understand what a SWOT analysis is and what is needed to
complete it. It is critical that you carefully read these instructions. The instructions
define the project, its format and form. If you fail to follow the formatting and
structure as set out in these instructions you will lose the full grade points for this
assignment. Analytical analysis is not easy but it is a necessary skill of the effective
manager and/or executive. I will grade your work on its depth, completeness and factual
nature of your presentation. This course provides you with analytical models and practice
in their application. Analysis is a test of the depth of your intellect. The paper will be
written at a conceptual level consistent with that of a graduate student with police
organizational experience. Developing quality work is a demanding enterprise that
requires writing and many revisions. Our experience has been that at least two drafts
should be written (maybe more for an outstanding paper) before the final copy is
prepared. Our expectations are that this project will be adequately researched and well
written. Attempting to complete this project based on a past paper given to you by
someone else or basing it on what others have told you is a fatal error. This is not your
standard college type paper. It is designed to be a strategic command level assessment.
Beyond identification of the external and internal driving forces, you will need to link
factual supporting data and/or research information drawn from the literature. Research
information should be drawn from scholarly management and organizational journals.
The Harvard Business Review is an excellent example of one of these. This paper will be
done in two parts as described below. The following is a suggested process to assist you
with this task.
22
PROCESS � First read the instructions and make sure you understand the
assignment and what constitutes strategic analysis (SWOT) � Second consider the
informational sources that you will need to conduct a SWOT analysis of your
department’s external and internal environments (Consult SPI Research Source
Directory, department & community information sources, interview key personnel,
etc.). � Third prepare your paper based upon the format described below. This paper
will begin with the identification and full description your organization or organizational
unit. This description should fully describe its composition, function, and workload
and service delivery strategy. Then your analysis should be organized according to
Strengths, Weaknesses, Opportunities and Threats found in your external and
internal environmental areas (See Module 2). Your conclusions must be supported by
factual data and/or information drawn from your research, not opinion. � Fourth
prioritize these issues within each category according to their importance and
criticality of impact on the organizational unit you are analyzing. You should use
information from the appropriate literature and data sources to support your analysis. �
Fifth identify the most critical driving force or issue faced by your organization.
When you are ready to turn in the completed paper, you are to submit one copy of the
paper (Due October 6, 2005). The instructor will correct, edit, comment, grade (25
grade points) and return the paper to the student. IMPORTANT DATES TO
REMEMBER FOR YOUR TIMELINE: 1. Completed paper due
October 6, 2005. 2. Returned by Instructor as soon as possible. 23
Paper Format: When the student is ready to submit the completed course
paper, the American Psychological Association (APA) format must be used. Students
should use the format source text: Publication Manual of the American Psychological
Association (5th ed.). It can be obtained from most book stores but first check their web
cite at www.apa.org/books. I have also placed in the documents section of the course
blackboard website the “Longman Guide to APA Documentation Style” instructions.
Consult this source first for your documentation format. All deviations from APA style
contained in these instructions are designed to enhance the presentation of the paper.
These deviations take precedence over strict APA style and must be used. Since this
will be a finished product, where the APA Manual calls for underlining text substitute
italicized text. The manuscript pages should be structured in the following order: � A
Title Page that gives the title of the project, the course number,
identifies the student by name, rank, and department and AOC class
number. � A Table of Contents listing the relevant subdivisions in the
paper with their corresponding page numbers. The body of the paper follows
and it is to be organized with these sections and sub-sections: � Introduction:
Introduces the reader to the central subject of your paper, the organization. Describes the
organization you are analyzing, its mission, composition, structure (organizational
chart should be used for illustration) and service delivery style; describe the
community you serve, political structure, population, socio-ethnic make-up, per capita
income, poverty rates and crime conditions and statistics (index crimes, arrest statistics,
clearance rates)for the last five years,. Throughout this paper, the author must use
supporting references for your descriptions, conclusions and statements of facts. �
SWOT Identification & Analysis: Identify and categorize according to critical
organizational impact your analysis according to Strengths, Weaknesses, Opportunities
and Threats. You must identify all sources you use for your data that support your
analysis. Prioritize and analyze this information as to its impact on your agency. The
body of this paper should contain a fact based objective description and analysis of the
organization’s strengths, weaknesses, and external opportunities and threat Students will
be expected to support their SWOT analysis by documentation drawn from appropriate
sources such as journal articles, course readings, relevant statistical sources and works
describing effective organizations. Current organizational literature on the Web and the
Harvard Business Review is an excellent source of this information. If you fail to provide
supporting information, you will lose grade points. Opinions do not count in this analysis
only factual statements drawn from appropriate documents or data.
24
� Application: Identify and explanation of the most critical issue or driving factor
currently faced by the organizational unit. You must clearly identify why this is your
choice with an objective description of its impact or perceived impact on your
department. � References: An alphabetical bibliography listing of source material
consulted in the course of your investigation is to be included. Follow the guidelines as
set herein and by the APA Manual for format and style. Final Submission
Format: Final papers should NOT exceed between 20- 25 pages in length. This
does not include the cover sheet, table of contents and references. The final paper
MUST be typed and 1.5 line spacing not double-spaced on 8 ½ x 11-inch paper using
1-inch margins. The font size must be 12-point font. There is no need to bind the
final product in some type of folder. All that is needed is a staple in the upper left
corner of the paper to secure the pages. Reference Material Explanation: A
refereed journal is a scholarly publication that accepts manuscripts based on empirical
research findings or conceptual matters of a scholarly nature. These manuscripts are
written in a more rigorous and defensible academic style. The refereed journal sends the
manuscripts out for blind review by at least two independent reviewers (therefore the
term refereed). Based on the referees’ reviews the journal editor rejects the manuscript,
provisionally accepts the manuscript with revisions required, or accepts the manuscript
with no revision required. The journal then publishes the work in a regularly issued and
distributed format. Examples of refereed journals include, but are not limited to Policing:
An International Journal of Police Strategies & Management, International Journal of
Police Science & Management, Journal of the American Management Association,
Justice Quarterly, and Journal of Criminal Justice Education. Practitioner publications
are those that accept manuscripts of a less scholarly nature often oriented toward handson activities or aimed at the practitioner in general. These magazines have various
editorial policies but generally articles are reviewed in-house and the decision to publish
is often the sole province of the editor. Examples of practitioner publications include, but
are not limited to Police Chief, Law & Order and the FBI Bulletin. I encourage each of
you to search the library to find out if adequate resources are available to conduct your
analysis. Places you should search in the library include the National Institute of Justice
Reference Service (NCJRS) database, National Institute of Justice publications, Bureau
of Justice Statistics (BJS) data, Criminal Justice Abstracts, United States Census Data,
The Municipal Yearbook, databases and documents and articles in the various
management, organizational, personnel and business journal sections). Additionally, we
have provided you with the services of IACP Net. This is a worthwhile web based tool
for the law enforcement administrator. 25
Grading Standards: Grading of the paper will emphasize the comprehensiveness
of analysis, organization of thought, coherence of argument, and scope of the literature
used as reference and supporting documentation. Grammar, spelling, usage, structure,
organization and punctuation will be considered in determining a grade. We expect your
best efforts. The class paper is your best opportunity to demonstrate the depth and
breadth of your ability to produce quality work. We wish you well in this project and are
here to assist you in your efforts. Grading will be as follows: Completed Paper
(due October 6, 2005) 25 Points Internet Research Sources: As a student of
the Administrative Officers Course, you will be provided with a copy of the SPI Law
Enforcement Organization & Research Directory in the documents section of your
blackboard course. This directory will guide you to any number of Web-based sites
whose sole purpose is to provide law enforcement practitioners with a wealth and variety
of detailed information. This comprehensive directory offers connection to over 75 major
law enforcement reference sites, legal research collections, government and legislative
sources, police periodicals, and Web-based state, federal and international law
enforcement portals, including a section containing an alphabetic catalogue linking
access to the main government Internet sources for the entire United States. Some of the
Web-based sources include the following: Bureau of Justice Assistance:
http://www.ojp.usdoj.gov/BJAThe Bureau of Justice Assistance (BJA) is a division of the
U.S. Department Justice, Office of Justice Programs. Its mission is to provide leadership
and a wide range of assistance to local criminal justice strategies that make America’s
communities safer. The National Institute of Justice: http://www.ojp.usdoj.gov/nij
United Nations Crime and Justice Information Network:
http://www.ifs.univie.ac.at/~uncjin/uncjin.html U.S. Department of Justice:
http://www.usdoj.gov Provides links to all DOJ agencies Bureau of Justice
Statistics: http://www.ojp.usdoj.gov/bjs
26
The Bureau of Justice Statistics (BJS), a component of the Office of Justice Programs in
the U.S. Department of Justice, is the primary source within the United States for
criminal justice statistics. National Archive of Criminal Justice Data:
http://www.icpsr.umich.edu/NACJD/index.html NACJD provides mostly data sets for
secondary analysis for researchers interested in almost any aspect of American criminal
justice. Sourcebook of Criminal Justice Statistics:
http://www.albany.edu/sourcebook Home of the on-line version of the Sourcebook of
Criminal Justice Statistics, which is the largest compilation of criminal justice statistics
available anywhere. The Sourcebook site is published by the State University of New
York at Albany, and is updated continuously as new statistics become available. U.S.
Government Statistics: http://www.whitehouse.gov/WH/html/briefroom.html
Directory of Law Enforcement Agencies: http://www.officer.com The
FBI's home page on the Web: http://www.fbi.gov Reference Format for
Bibliography: Here are accepted ways to list the works you used as references for
your bibliography: � For articles drawn from a reader: Goldstein, Herman.
(2000). Improving policing: A problem-oriented approach. Policing communities:
Understanding crime and solving problems. Ronald W. Glensor, Mark E. Correia and
Kenneth J. Peak (eds.). Los Ángeles, CA: Roxbury Pub., pp. 5-21. � For a text: Peak,
Kenneth J. and Glensor, Ronald W. (1999). Community policing and problem solving:
Strategies and practices (2nd ed). Upper Saddle River, NJ: Prentice-Hall.
27
� For a journal article: Burger, Michael E. (1994). A tale of two targets:
Limitations of community anticrime actions. Crime and Delinquency, 40: pp. 411-436. �
Magazine or newspaper article, no author: “Fosdick Goes After Computer Hackers.”
(1992, February 29). Lawman’s Weekly: pp.6-19. � Articles from Internet sources:
Charrier, Kim. (2000, December). Marketing strategies for attracting and retaining
Generation X police officers. The Police Chief. Retrieved from the World Wide Web @:
www.theiacp.org, Doc. #552981. Citations: One of the basic requirements of a
professional paper is the citation of your source material in your written text.
Failure to do so will cause your instructor confusion as to what is your work or the
work of another. This will damage the effectiveness of your writing, cause a lost of
grade points and possibly make you vulnerable to a charge of plagiarism. Direct
quotes from the work of another should always be cited as well as certain kinds of
paraphrased material. Information that is basic such as important dates, facts, or
opinions universally acknowledged need not be cited. When using information that is
not widely known, whether fact or opinion, it should always receive a citation. When
you are unsure, it is better to site you source rather than fail to do so. Citations within
the text should include the author’s last name and the year of publication. This is the
author-date system of citation. Such as follows: � Goldstein (2000) believed that
policing …or [This is an example of a paraphrase] � Community policing has not
made the required organizational changes needed (Peak and Glensor, 1999). [This is
an example of a general paraphrase] A direct quote should always list the page
number in the citation: � Eck and Rosenbaum (2000: 31) state that, “Students who
do not cite etc.” Students who are still unsure should consult the instructor or the
Publication Manual of the American Psychological Association (5th ed.) Check
www.apa.org/books Appendices – These may include supplementary documents,
data, and communiqués. 28
SWOT Analysis (short note) Understanding Strengths, Weaknesses, Opportunities
and Threats Why use the tool? SWOT Analysis is a very effective way of identifying
your Strengths and Weaknesses, and of examining the Opportunities and Threats, you
face. Carrying out an analysis using the SWOT framework helps you to focus your
activities into areas where you are strong and where the greatest opportunities lie. How to
use this tool: One way to carry out a SWOT Analysis is to write down answers to the
following questions. Where appropriate, use similar questions: Strengths: • What does
your organization do well? • What are the talents of your people? • What relevant
resources do you have access to? • What helps your organization perform well? Because
this is an analytical exercise, you will need your own point of view back up by factual
analysis not opinion. Do not be superficial. Be realistic. If you are having any difficulty
with this, try writing down a list of your organization’s characteristics. Some of these will
hopefully be strengths. In looking at your organizations strengths, think about them in
relation to other police departments. Weaknesses: • What should your department
improve? • What do you do badly? • What should your department do but is not doing to
enhance its effectiveness? Again, consider this from an internal and external basis. Is you
department an effective police agency or a group of report takers? Are other police
departments in your area doing any better than you? It is best to be realistic now, and face
any unpleasant truths as soon as possible. Opportunities: • Where external opportunities
exist for your department? • What are the external environmental trends that can work in
your departments favor? Useful opportunities can come from such things as: • Changes in
technology and community on both a broad and narrow scale. • Changes in government
policy or law related to your department. • Changes in social patterns, population profiles,
lifestyle changes, etc.
29
• Organizations that wish to help the department. A useful approach to looking at
opportunities is to look at your strengths and ask yourself whether these open up any
opportunities. Alternatively, look at your weaknesses and ask yourself whether you could
open up opportunities by eliminating them. Threats: • What obstacles does your
department face? • How does the community view your organization? • What are crime
trends in your area? • How are their trends in the government that will affect your budget?
• Could any of your weaknesses seriously threaten your organizations reputation?
Carrying out this analysis will often be illuminating - both in terms of pointing out what
needs to be done, and in putting problems into perspective. Key points: SWOT analysis
is a framework for analyzing your strengths and weaknesses, and the opportunities and
threats you and your organization face. This can help you as a manager focus on your
strengths, minimize weaknesses, and take the greatest possible advantage of opportunities
available. 30
Justice Administration Honor Code Responsibilities Each student in
the Southern Police Institute accepts the obligation to become acquainted with the Justice
Administration Honor Code attached on the following page of this course description.
The professor in this course presumes that each student is aware of and conforms to all
applicable parts of this code. HONOR CODE As members of the University community
and as police professionals, we recognize the need to set and to maintain the highest
standards of conduct. The University of Louisville has set minimum standards of conduct
in various policy statements including, but not limited to, the Code of Student Conduct
and the Code of Student Rights and Responsibilities. The standards of academic
conduct established by the University of Louisville, as well as those established by this
document, shall constitute the Honor Code and shall be applicable to all students and
program participants in the Department of Justice Administration at the University of
Louisville. Standards of Conduct A. A student or program participant who
violates any standard of academic conduct established by the University of
Louisville policy may be disciplined under this Honor Code. The Southern Police
Institute will take action against students who violate any standard of academic
conduct. This shall include determination of whether the student is fit to continue as
a student in this program. University policies governing non-academic conduct
normally are administered by the Vice President for Student Affairs. B. The
Southern Police Institute also retains the right to determine whether a student who
has violated non-academic conduct standards is fit to remain enrolled its program
and to receive a recommendation for future criminal justice employment. C. Any
student who commits or attempts to commit any of the following violations of academic
honesty will be disciplined under this code using the conditions set forth in the Student
Handbook, Code of Student Rights and Responsibilities, which sets a maximum
sanction of expulsion from the University. NOTE: The term academic exercise in the
following definitions includes all forms of work submitted for academic hours or credit
and professional development or continuing education credit. • Cheating: Intentionally
using or attempting to use unauthorized materials, information, or study aids in any
academic exercise. • Fabrication: Intentional and unauthorized falsification or invention
of any information or citation in any academic exercise. • Facilitating Academic
Dishonesty: Intentionally or knowingly helping or attempting to help another violate a
provision of the University or school code of academic integrity or failure to report a
violation of the Honor Code. • Plagiarism: The deliberate adoption or reproduction of
ideas, words, or statements of another person as one’s own without
acknowledgement.
31
Justice Administration Honor Code Responsibilities • Vandalism
and Theft: Intentionally mutilating, defacing, destroying, removing, or unlawfully taking
University property to include library materials and computer hardware and software. D.
Students knowing of a violation of this Honor Code shall: 1. Report the violation to the
course coordinator or instructor if the violation is limited to acts within a specific
course, seminar, or program 2. Report the violation to the Director of the Southern
Police Institute or chair of the department if the violation(s) involve(s) multiple courses,
or the vandalism of University property, or activities that have implications and
consequences beyond the scope of a single course. E. The Law Enforcement Code of
Ethics applies to all the program participants of the Southern Police Institute and
extends to all after hour activities associated with any program or individual
program participants. Each student in the Southern Police Institute accepts the
obligation to become acquainted with the Justice Administration Honor Code attached on
the following page of this course description. The professor in this course presumes that
each student is aware of and conforms to all applicable parts of this code. 32
JA 576 Managing Organizational Performance JA
576 Course
References Banner, David K. and Gagne, T. Elaine. (1995). Designing
effective organizations: Traditional and transformational views. Thousand Oaks, CA:
Sage. Bolmam, Lee G. and Deal, Terrence E. (1991). Reframing organizations: Artistry,
choice, and leadership. San Francisco, CA: Jossey-Bass Inc. Boyett, Joseph H. and Conn,
Henry P. (1991). Work Place 2000. New York: Penguin Group. Bratton, William and
Knobler, Peter. (1998). Turnaround. New York: Random House. Buchholz, Steve and
Roth, Thomas. (1987). Creating the high performance team. New York: John Wiley &
Sons. Covey, Stephen R. (1990). Principled centered leadership. New York: Simon &
Schuster. Dixit Avinash and Nalebuff, Barry J. (1991). Thinking strategically: The
competitive edge in business, politics, and everyday life. New York: W.W. Norton & Co.
Drucker, Peter F. (1966). The Effective executive. New York: Harper &Row. Drucker,
Peter F. (1992). Managing for the future: 1990’s and Beyond. New York: Penguin Group.
Fyfe, James J., Greene, Jack R., Walsh, William F. Walsh, Wilson, O.W. Wilson and
McLaren, Roy C. (1997). Police administration (5th ed.). New York: McGraw Hill.
Galbraith, Jay R., Lawler, Edward E. III & Associates. (1993). Organizing for the future:
The new logic for managing complex organizations. San Francisco, CA: Jossey-Bass Inc.
Geller, William A. and Swanger, Guy. (1995). Managing innovation in policing: The
untapped potential of the middle manager. Washington, D.C.: Police Executive Research
Forum. Goldstein, Herman. (1990). Problem-oriented policing. New York: McGraw-Hill.
Henry, Vincent E. (2002). The Compstat paradigm. New York: Looseleaf Law Pub.
Hesselbein, Francis, Goldsmith, Marshall and Beckhard, Richard. (1996). The leader of
the future. San Francisco; Jossey-Bass, Inc. Hoover, Larry T. (1998). Police program
evaluation. Washington, D.C.: Police Executive Research Forum. Hudzik, John K. and
Cordner, Gary W. (1983). Planning in criminal justice organizations and systems. New
York: Macmillan. Kaplan, Robert S. and Norton, David P. (2001). The strategy focused
organization. Watertown, MA: Harvard Business Press. 33
Katzenbach, Jon R. and Smith, Douglas K. (1993). The wisdom of teams. New York:
Harper. Kerik, Bernard B. (2001). The lost son: A life in pursuit of justice. New York:
Harper Collins. Kelling, George L. & Coles, Catherine M. (1996). Fixing broken
windows: Restoring order & reducing crime in our communities. New York: The Free
Press. Kinlaw, Dennis C. (1993). Team-managed facilitation: Critical skills for
developing self-sufficient teams. San Diego, CA: Pfeiffer & Co. Maple, Jack and
Mitchell, Chris. (1999). The crime fighter: Putting the bad guys out of business. New
York: Doubleday. McDonald, Phyllis P. (2002). Managing police operations:
Implementing the New York crime control model-CompStat. Belmont, CA: Wadsworth.
Mintzberg, Henry, Ahlstrand, Bruce and Lampel, Joseph. (1998). Strategy safari: A
guided tour through the wilds of strategic management. New York: The Free Press.
Mitroff, Ian and Anagnos, Gus. (2001). Managing crises before they happen. New York:
AMACOM. Moore, Mark, et.al. (2002) Recognizing Value in Policing: The Challenge of
Measuring Police Performance .Washington, DC: PERF. Morgan, Gareth. (1989).
Creative organization theory: A resource book. Newbury Park, CA: Sage.
Ogle, Dan (ed.). (1991). Strategic planning for police. Ottawa, Canada: Canadian Police
College. Osborne, David and Gaebler, Ted. (1993). Reinventing government: How the
entrepreneurial spirit is transforming the public sector. New York: Penguin Group.
Osborne, David and Plastrik, Peter. (1997). Banishing bureaucracy: The five strategies
for reinventing government. Reading, MA: Addison-Wesley. Peters, Tom. (1992).
Liberation management: Necessary disorganization for the nanosecond Nineties. New
York: Alfred A. Knopf. Rainey, Hal G. (1997). Understanding & managing public
organizations (2nd ed.). San Francisco CA: Jossey-Bass. Sample, Steven B. (2002). The
contrarian’s guide to leadership. New York: Jossey-Bass. Senge, Peter M. (1990). The
fifth discipline: The art & practice of the learning organization. New York: Doubleday.
Silverman, Eli B. (1999). NYPD battles crime: Innovative strategies in policing. Boston,
MA: Northeastern University Press. Simon, Herbert A. (1997). Administrative behavior
(4th. ed.). New York: The Free Press. Walker, Samuel. (2001). Police accountability.
Belmont, CA: Wadsworth. Zand, Dale E. (1997). The Leadership Triad. New York:
Oxford University Press. 34
Criminal Justice Administration 612
INSTRUCTOR: William F. Walsh, Ph.D. Director Southern Police Institute Department
of Justice Administration College of Arts & Sciences University of Louisville (502) 8520330 OFFICE HOURS: Open during 9:00 a.m. to 5:00 p.m. weekdays
wfwals01@gwise.louisville.edu VISIT SPI ONLINE! www.louisville.edu/a-s/ja/spi
Course Overview: This course is a graduate course in the administration of a police
organization. Administration involves the general managing and organizational activities
that occur at the highest level of an organization. It is the essential element for the
effective and efficient operation of a police organization. Administration is necessary
because organizations are created to achieve specific missions and objectives, thus they
need to structure the work activities of their employees. The police chief executive is
expected to provide leadership through the creation of an organizational direction, vision,
culture and structure that provide agency employees with a clear sense of what they
should achieve and how they can achieve it. Policing a free society, however, is a work in
progress. Police administration is currently involved in a period of dramatic change that
involves examination, experimentation and analysis of strategies for organizational
management and service delivery. The field of police administration is being influenced
by a variety of internal and external driving forces. These forces coupled with a complex
changing world make the role of the police executive extremely demanding. This course
combines a broad perspective on the basics of police administration with current thinking
on issues and problems that influence the practices of police organizations. Course
instruction will present both practice and theory from the perspective of the law
enforcement executive and his or her executive team. The course is designed to enhance
the participant’s ability to administer a law enforcement organization. Course
Outcome Objectives: Upon completion of this course the participants will be able to
demonstrate: � A knowledge of the historical development of professional policing � An
understanding of the police organizational paradigms � An understanding of
administrative theory and practice
35
� A conceptual understanding of the forces that shape organizational administrative
practice � An understanding of the role of the police executive and the leadership team �
The ability to manage a department’s infrastructure � An understanding of performance
measurement � How to create ethical organizations � The knowledge and skills to effectively administer a
police organization Instructors Role: My primary objective is to create a learning
environment that will enhance your understanding of the subject matter as well as aid in
your professional development. To achieve this role I will act as both an instructor and
facilitator. In the classroom each participant’s point of view will be sought out and valued
for its contribution to the learning environment. General Student Responsibilities:
To have a successful learning experience everyone is expected to have read the reading
assignments before coming to class and be ready to discuss the issues related to these
readings in class. As adult students you possess a variety of educational experiences,
training, work and personal skills that will enhance the classroom learning experience.
The active participation of each student should be undertaken with an open mind,
respected for it contribution with a view towards enhancing our understanding of
administrative practices. It is recommended that you maintain a course notebook as your
personal repository of class information. A well-prepared, neat and structured notebook is
a valuable learning tool that can serve as a reference after you have completed the
Administrative Officers Course. Course Requirements: Examinations: There will
be three (3) examinations. These will contain multiple choice, true – false, and short
analytical essay questions. These exams will test your knowledge of all lectures,
discussions, instructional materials and class readings assigned prior to the exam date.
Multiple choice questions will come from the readings. Material included on the
examinations will be thoroughly discussed in class and/or included in the assigned
readings. You will be expected to integrate course material into all essay answers.
Examination scores = 70%of grade. Class Participation: All students are expected to
contribute to the discussion of the class topic. The instructor will direct questions relative
to concepts and ideas based upon the assigned readings and course modules located on
the Backboard web site for this course. Since class participation is important, I have
assigned a weight to this factor in the grading structure. Leadership demands that you
have the ability to think “clearly” about the application of concepts and ideas. It is this
thinking that I will look for in this class. The instructor will explain grade ranges for class
participation. Participation grade 5% Course Evaluation & Grading: The
instructor will calculate the final grade, using the following: � Classroom Participation /
Presentation 5 %
36
� Analytical Project Paper 25 % � Course Examinations (1 @ 20% & 2@ 25%) 70 %
Grading Scale: Letter grading will be consistent with the policy of the Southern
Police Institute and the Department of Justice Administration. Grades will be assigned
on the following earned percents: A+ = 98 – 100 C+ = 83 – 84 A = 95 – 97 C =
79 – 82 A- = 93 – 94 C- = 77 – 78 B+ = 91 – 92 D+ = 75 – 76 B = 87 – 90 D
= 72 – 74 B- = 85 – 86 D- = 70 – 71 F = 0 – 69 Course Texts: Geller, William
A. and Darrel W. Stephens (2003) Local Government Police Management 4th ed.
Washington, DC: International City/County Management Association. Marta A.
Brockmeyer “Successful Project Management in Local Government” ICMA Vol
36/No 4 April 2004 Extra readings posted in the Course Document Section on the
Web Site All course documents, and study guide are on the course web site. The
instructor will provide information on how to access this site. Assistance: I will make
myself available for individual consultation and instructional guidance as the need arises.
Please make an appointment to see me when you need assistance. NOTE: This syllabus
reflects the fundamental course requirements. Modifications and change may occur
because of extenuating circumstances. The right to make such modifications and changes
is reserved by the instructor. COURSE
OUTLINE AND READING
ASSIGNMENTS Day 1 August 19, 2004 Thursday 1:00 – 3:30 p.m.
Welcome, Course Orientation Introduction Police Administration
Lecture/Discussion Course Requirements/ Intro. Police Admin.
37
Read: Course Outline. Chapter 1 LGPM Day 2 August 24, 2004 Tuesday 1:00
– 3:30 p.m. Module 1 The Evolution of Contemporary Policing Read:
Chapter 1 LGPM Lecture/ Discussion: Analysis of the Evolution of the Profession
Day 3 August 26, 2004 Thursday 1:00 – 3:30 p.m. Module 2
Organization and Management Read: Chapter 2 LGPM Lecture/Discussion:
Organization & Management of Police Org. Day 4 August 31, 2004 Tuesday
1:00 – 3:30 p.m. Module 3 Role of The Police Chief Executive Read:
Chapter 3 LGPM Lecture/Discussion: The Leadership Role of the Police Executive
Day 5 September 2, 2004 Thursday 1:00 – 3:30 p.m. Module 4 Patrol
Read: Chapter 4 LGPM Lecture /Discussion: Analysis of the Basic Police Function
Day 6 September 7, 2004 Tuesday 1:00 – 3:30 p.m.
EXAMINATION #1 Day 7 September 9, 2004 Thursday 1:00 –
3:30 p.m. Module 5 Crime Prevention, Fear Reduction and Community
Read: Chapter 5 LGPM Lecture/Discussion: Crime Prevention Strategies Day 8
September 14, 2004 Tuesday 1:00 – 3:30 p.m. Module 6 Criminal
Investigations Read: Chapter 6 LGMP Lecture/Discussion: Managing Criminal
Investigations Day 9 September 16, 2004 Thursday 1:00 – 3:30 p.m.
Module 7 Traffic Management Read: Chapter 7 LGMP Lecture/Discussion:
Traffic Management 38
MID-SEMESTER INDEPENDENT STUDY PERIOD September
20 – 24, 2004 Day 10 September 28, 2004 Tuesday 1:00-3:30 p.m.
Module 8 Fostering Integrity and Professional Standards Read: Chapter
11 LGMP Lecture/Discussion: Integrity & Professional Standards Day 11
September 30, 2004 Thursday 1:00 – 3:30 p.m. EXAMINATION
#2 Day 12 October 5, 2004 Tuesday 1:00 – 3:30 p.m. Module 9 Human
Resource Management 1 Read: Chapter 12 LGMP Lecture/Discussion: Legal
Aspects, Recruitment, Selection, Training Day 13 October 7, 2004 Thursday
1:00 – 3:30 p.m. Module 9 Human Resource Management 2 Read:
Chapters 12 LGMP Lecture/Discussion: Development, Promotion, Collective
Bargaining Day 14 October 12, 2004 Tuesday 1:00 – 3:30 p.m. Module 10
Personnel and Agency Performance Measurement Read: Chapter 15
LGMP Lecture/Discussion: Performance Measurement Day 15 October 14,
2004 Thursday 1:00 – 3:30 p.m. Module 11 Research, Planning, and
Implementation Read: Chapter 14 LGMP Lecture/Discussion: Research,
Planning, and Implementation Day 16 October 21, 2004 Thursday 1:00 –
3:30 p.m. Module 12 Local Drug Control Read: Chapter 8 LGMP
Lecture/Discussion: How should we do what we do? Day 17 October 26, 2004
Tuesday 9:00 – 3:30 p.m. Presentation: Col. Robert C. White, Chief of
Louisville Metro Police Dept.
39
Day 18 October 28, 2004 Thursday 1:00 a.m.– 3:30 p.m. Module 13
Terrorism and Community Security Read: Chapter 10 LGPM
Lecture/Discussion: Terrorism and Community Security Day 19 November 2,
2004 Tuesday Election Day No Class Day 20 November 4, 2004
Thursday 9:00 a.m.– 3:30 p.m. Course Synthesis & Review for the
future. Day 20 November 9, 2004 Tuesday 1:00 – 3:30 p.m.
EXAMINATION (Final) #3 40
SYLLABUS JA 625: LEGAL ASPECTS OF CRIMINAL JUSTICE
MANAGEMENT TIMES: Friday, 9:00am – 1:00pm (In SPI classroom)
INSTRUCTOR: Terry D. Edwards, J.D., Associate Professor OFFICE: Brigman Hall,
Room 101 PHONE: Office: (502) 852-0971; FAX, 852-0065 [Home: (502) 451-8895;
Cell: (502) 594-9767] OFFICE HOURS: By appointment (before/after class will
generally be the best time) E-MAIL: tdedwa01@gwise.louisville.edu I. READING
MATERIALS A. Required Aitchison, Will, The Rights of Law Enforcement Officers
(2000), Fourth Edition, Labor Relations Information System, ISBN, 1-880607-16-6.
Branham, Lynn S., The Law of Sentencing, Corrections, and Prisoner’s Rights (2002),
Sixth Edition, West Publishing Company, ISBN, 0-314-26468-X. Kappeler, Victor E.,
Critical Issues in Police Civil Liability (2001), Third Edition, Waveland Press, ISBN 157766-186-9. Smith, Christopher E., Law and Contemporary Corrections (2000),
Wadsworth, ISBN 0-534-56628-6. Also: 1) Discussion Outlines (available online) 2)
Cases (3 sets—blue binders, JA 473 shelf, second floor SPI) B. Recommended
Numbered articles from The Police Chief. (list of articles available online) Dees, Tim,
Online Resource Guide for Law Enforcement (2002), Prentice-Hall, ISBN 0-13-0186856. Additional required or recommended materials may be distributed or placed on
reserve. II. COURSE DESCRIPTION A consideration of the major legal issues in
criminal justice management and the effect of Constitutional provisions, statutes,
ordinances, and judicial decisions in justice administration. Includes a discussion of the
legal aspects of selection, promotion, assignment, and termination of
41
justice employees. Emphasis is on the possible liabilities of managers and agencies for
failure to adhere to legal requirements. III. COURSE OBJECTIVES * To identify and
understand the legal issues police administrators encounter in delivering police services
and supervising agency personnel. * To be able to incorporate existing law, and legal
standards, into operational policies and practices to minimize liability. * To apply
appropriate civil and administrative law to personnel situations encountered as police
administrators and supervisors. * To familiarize the student wit the location and use of
legal materials and the sources of law governing personnel and administrative decisions.
* To familiarize the student with the risk management issues relating to the
administration and management of criminal justice agencies. * To familiarize the student
with relevant legal issues relating to corrections. IV. COURSE REQUIREMENTS A.
Notebooks Each student is required to maintain, and turn in for a grade, a class notebook.
I suggest three-ring binders; however, any format which satisfies the requirements and
criteria outlined below is acceptable. For each topic/lecture students must maintain the
following information: 1. Class notes. An outline for each topic/lecture will be
distributed. The outlines are designed to assist students in taking notes. 2. Handouts.
Handouts and/or articles for each topic/lecture. 3. Articles. Copies of all assigned reading
articles must be included. 4. Additional information. This includes additional articles
from journals, copies of relevant cases, and agency-specific information (policies,
training materials, newspaper stories, etc). The notebooks must be turned in on October
29. After being graded, the notebooks will be returned for students to keep. Each
notebook is worth up to 10 points. Grades will be based on completeness (Is all required
material included?); thoroughness (How detailed and meaningful are the notes and
information?); creativity (What kind of, and how much, additional information is
included?); and style/organization (Does the final product reflect the work expected of a
professional police administrator?) Tabs and an index are required. B. Examinations
There will be two examinations, each worth up to 15 points. The first covers the materials
assigned for the period August 17-September 10 and will be given on September 17 (8:00
am). The second covers the materials assigned for the period October 1-November 5 and
42
will be given on November 8 (9:00 am). Each examination may consist of essay
questions, multiple-choice questions, true/false questions, or a combination of these
questions. IV. COURSE REQUIREMENTS (Cont'd) C. Project 1. Assignment. Each
student will select (IV.C.2. below) a topic, with legal implications, relating to law
enforcement. For this topic, students will conduct an in-depth legal research project with
the ultimate objective being to become an "expert" on that topic and to perform an
evaluation, or risk management assessment, of their agency's policy/procedure with
regard to that topic. Each student will submit three written assignments (P1, P2, and P3)
relating to this assignment (IV.C.3 below). 2. Selecting Topics. Each student will select a
topic (subject to final approval of the instructor) that affords the opportunity to conduct a
reasonable degree of legal research regarding the topic, drawing upon resources available
to SPI students, and apply the knowledge obtained through that research to an evaluation
of existing policies and practices of the student’s agency. Students are encouraged, but
not required, to select the same topic, as they will be using in other courses. However,
some topics selected for other courses offer little, if any, opportunity to address legal
issues. Topics with few legal issues will not be approved for this assignment. For
example, the topic of "Developing an Ethics Training Program" is interesting, and may
be acceptable as a topic for another assignment; however, this topic offers little, if any,
opportunity to develop legal references relating to the topic. NOTE: students will not be
permitted to select the same topic as previous AOC attendees from the same
department/agency (see me if you have a question). Also, certain topics (we will go over
these in class) are "off limits" as topics for this project. 3. Format. Students will submit
three different written reports to satisfy this requirement: a Proposal (P1), a Summary of
the Law (with Bibliography/Reference List) (P2), and a Policy/Procedure Evaluation
(P3). The form and content for each of these reports is outlined below: a. Proposal (P1):
This will be a brief (no longer than 2 pages double-spaced) report outlining the course of
action to be followed. It should include, but is not limited to, the following sections:
identification of the topic, identification and discussion of the legal issues, discussion of
the relevance of the topic to the agency, explanation as to why this topic was selected, a
listing of the questions or issues to be addressed, and an overview of the proposed
methodology. The Proposal (P1) is Pass/Fail. NOTE: Students must receive a passing
grade on the Proposal (P1) no later than August 27 in order to pass the course.
COURSE REQUIREMENTS (Cont'd) b. Summary of the Law (P2): This report will
consist of a brief (no more than 5 pages, plus references) summary of the law relating to
the topic chosen. In other words, what is the "law" regarding the topic in your
jurisdiction. Again, the length of the Summary of the Law (P2) will vary according to the
topic selected. The P2 must include a Bibliography/Reference List identifying, by
category, the various references relating to the topic. The sources may include federal
and/or state statutes, textbooks, periodicals, journal articles, model policies, etc. Students
are expected to identify a variety of reference sources. The length of the both the
Summary of the Law and the Bibliography/Reference List will vary according to 43
the topic selected. The Summary of the Law (P2) is due on, or before, October 1 and is
worth up to 10 points. c. Policy/Procedure Evaluation (P3): In this report (no more than 5
pages), each student will provide an evaluation of his/her agency's policies and/or
procedures relating to the research topic chosen. Specifically, each student will identify
the strengths and weaknesses of the policies/procedures, compare existing practices to
legal standards, and offer recommendations for improvement. The Policy/Procedure
Evaluation (P3) is due on October 22 and is worth up to 10 points. All reports (P1, P2,
and P3) must be typed (word processed) and conform to APA (American Psychological
Association) and/or Harvard Citation ("Bluebook") style (we will go over these writing
styles in class—see the appropriate books on the JA 473 shelf, 2nd floor of SPI). 4.
Grading Criteria. The three reports (P1, P2, and P3) will be graded on how thoroughly a
student researches the topic (content) as well as how well the reports are written (form).
5. “Re-write” Policy. The P1 may be re-written as many times as necessary in order for a
student to achieve a “Pass”; however, students must receive a “Pass” no later than August
27. The P2 and P3 may each be re-written one time. Where a student elects to re-write
one of these assignments for a higher grade, the following rules apply: a) only papers
with a grade of “C” (8.2) or lower are eligible to be re-written; and b) grades on a rewritten assignment cannot be raised higher than a “B” (9.0). IV. COURSE
REQUIREMENTS (Cont'd) D. Classroom Participation Classroom participation is a
required, graded, component of this class. A student receives credit when his/her
classroom contributions evidence an in-depth understanding of the issues and enhance the
overall education process. No points for B.S. and/or "war stories" (regardless of how
entertaining they may be). Classroom participation is worth up to 10 points, awarded as
follows: 5 points for the period before the break (August 17-September 10) and 5 points
for the period after the break (October 1-November 5). Corrections Paper/Project
Students will be required to submit a paper/project relating to corrections. The format and
specific requirements for this assignment will be discussed in class. This assignment is
due on October 29 and is worth up to 30 points. V. GRADING POLICY A. Sources:
The final grade for JA 625 will be computed from the following sources: 44
Notebook 10 Examinations (2 x 15) 30 Project 20 Proposal - P1 (P/F) Summary of the
Law – P2 (10) Policy/Procedure Evaluation – P3 (10) Classroom Participation 10
Corrections Paper/Project 30 Total 100 100 B. Grading Scale: Final grades in JA 625
will be computed as follows: Total Points Grade Total Points Grade 98 – 100 A+ 95 –
97 A 79 – 82 C 93 – 94 A- 77 – 78 C- 91 – 92 B+ 75 – 76 D+ 87 – 90 B 72 – 74 D 85 –
86 B- 70 – 71 D- 83 – 84 C+ 0 – 69 F NOTE: There has to be a cutoff somewhere--so be
forewarned--92.9999 is a “B+”! VI. OTHER MANDATES The Southern Police
Institute Student Guide governs attendance. Students must contact Dr. Walsh, before
class, to advise him of the reason for the absence. Students are expected to understand,
and adhere to, all provisions of the University of Louisville Student Handbook.
45
1
VII. GENERAL COURSE OUTLINE DATE TOPIC ASSIGNED READINGS August 18:
Introduction/Course Requirements/ - A - 1,2 - Overview of the Legal System (6-8pm) 20:
Researching/Understanding the Law - B,1-4 1 3 - 23: Law library tours (see note) 27:
General Principles of Civil Liability - 5-9 2 4 1,2,3 (MUST RECEIVE “PASS” ON P1)
September 3: Civil Rights Violations/ - KBA 3,4 5,6 4,5 Training/Use of Force 10-27 10:
Miscellaneous Legal Issues/Test Review - 28-30 5-11 7 - 17: TEST 1/Discussion of P2
and P3 24: Independent Study Week October 1: Intro. to Administrative Law/ 1,6-10
C,NIJ - 8,9 6,7 Department Regulations (P2 DUE) 16 31,33 8: Discipline 3-5 34-47 - 10
8 15: Discrimination/Sexual Harassment 12 48-57 - 11,12 9,10 22: Americans With
Disabilities Act (ADA)/ 13 58-79 - 13 11 Fair Labor Standards Act (FLSA)/ 11,14 - 14
12 (P3 DUE) 29: Miscellaneous Legal Issues 2,15 - - 15 - (NOTEBOOK DUE)
2
November 5: Summary/Test Review - - - - - 8: TEST 2 (9:00 – 10:30 am) A = Aitchison
(Chapters) O=Discussion Outlines (#) R = Readings (article #) C=Cases (#) Ka = Kappeler (Chapters)
CLASS SCHEDULE ABOVE SUBJECT TO CHANGE! NOTE: Law Library tours (August 23) are
scheduled as follows: 3:00pm: Rooms 412 – 419 3:30pm: Rooms 420 – 430 4:00pm: Rooms 431 – 438
Students not living in the dorm may go on any tour. Please just go on one tour; additional tours, if
necessary, will be arranged. Tours begin at Main Desk of Law Library (directly across Oval Lawn from
SPI), ask for Robin Harris.
An Assessment of Library Support for the Certificate Program in Police Executive
Leadership Development for the Southern Police Institute of the Department of
Justice Administration March 2005 The justice administration collection provides
materials to support the Bachelor's and Master's Justice Administration Degrees offered
at the University of Louisville. It also supports the Southern Police Institute and the
National Crime Prevention Institute run through the Justice Administration Department.
In particular, the collection focuses on the areas of Correctional Administration, General
Criminal Justice, and Police Administration. The justice administration materials are
primarily housed at Ekstrom Library. Additional materials can be found at the Law
Library. The materials include books, journals, magazines, newspapers, videos,
government publications, indexes, databases, and numerous statistical and reference
sources. Additionally, Ekstrom Library is a partial depository for Government
Publications receiving approximately 75% of the materials published by the United States
Government Printing Office. Areas of the Libraries’ collections identified as most
relevant to the graduate certificate in Police Executive Leadership Training include eight
Library of Congress classifications. The following table summarizes the subject areas
most relevant to the proposed program, the corresponding classifications, and the total
number of titles held by University of Louisville Libraries (as determined by the online
public catalog, Minerva). Collection levels Subject Area Class Range Titles
VolumesTarget Social Pathology, Social & Public Welfare HV 1-5840
807111165Undergraduate, Graduate Criminology HV 6000.1-7220.5
40124792Undergraduate, Graduate Criminal Justice Administration HV 7231-9960
444037010Undergraduate, Graduate Federal Law (U.S.) KF 1-9827
2799933075Undergraduate, Graduate Management of Special Enterprises HD 62.5-62.7
271283Research Business Administration HF 5001-5548 57199167Research Personnel
Management HF 5549-5549.5 7391205Research TOTALS 5125196697 Data processed
on : 3/24/2005 A keyword search “(police OR criminal OR justice) AND administration”
was used to compare University of Louisville Libraries’ holdings with other research
institutions with similar certificate programs in Criminal Justice available at Virginia
Commonwealth
University and University of Massachusetts-Lowell. Results showed that the number of U
of L holdings exceeded those at other institutions. [UofL=4671; VCU=3565; UMassLowell=1057]. Funding Most purchases for this program would have been made from
the Justice Administration and Business funds. Summaries of these funds for fiscal years
1993/94 through 2002/03 are as follows: Justice Administration Fiscal Year Books
Subscriptions/ standing orders Electronic Other Media Total 2002/2003 6,853.29
9,159.83 16,013.12 2001/2002 6,166.37 7,520.52 119.50 13,806.39 2000/2001 10,958.16
6,141.97 1,315.84 18,415.97 1999/2000 2,668.00 5,489.00 2,348.00 10,505.00 1998/99
2,517.00 4,580.00 116.00 7,213.00 1997/98 1,627.55 4,814.99 947.26 7,389.80 1996/97
2,421.49 4,931.05 7,352.54 1995/96 2,261.36 3,343.15 5,604.51 1994/95 1,484.68
3,588.97 5,073.65 1993/94 1,466.95 3,844.54 5,311.49 Total 38,424.85 53,414.02 0.00
4,846.60 96,685.47 Business Fiscal Year Books Subscriptions/ Standing orders
Electronic Other Media Total 2002/2003 116,761.08 67,623.07 195,755.12 5,553.95
385,693.22 2001/2002 121,600.47 108,042.42 0.00 6,339.00 235,981.89 2000/2001
127,690.39 96,698.66 1,000.00 22,362.18 247,751.23 1999/2000 49,797.00 99,975.00
4,131.00 153,903.00 1998/99 52,220.00 78,551.00 750.00 3,605.00 135,126.00 1997/98
44,152.16 82,049.37 23,516.00 3,071.75 152,789.28 1996/97 30,641.70 85,215.76
115,857.46 1995/96 35,107.27 74,266.73 109,374.00 1994/95 37,194.30 64,224.15
101,418.45 1993/94 31,482.60 60,030.00 91,512.60 Total 646,646.97 816,676.16
221,021.12 45,062.88 1,729,407.13
Summary The University of Louisville Libraries have made strides in collection
development to support the Justice Administration curriculum during the past several
years. Monographs, journals, and online databases that help justice administration
students and faculty, especially in the administration field have been added. The
University Libraries subscribe to the major databases in the field including Criminal
Justice Abstracts and the National Criminal Justice Reference Service Abstracts. The
Libraries also subscribe to numerous administration-related databases such as
ABI/Inform, Business Source Premier, and Business & Management Practices. In
conclusion, the University of Louisville Libraries provide adequate resources to support
the Graduate Certificate in Police Executive Leadership Development.