CJ345 Supervisory Practices in Criminal Justice Jeff Collins Welcome to Seminar #8 CJ345 Supervisory Practices in Criminal Justice Jeff Collins

Welcome In our final Seminar, we will discuss the importance of training and the teaching elements used by supervisors to train police officers. Also, we will discuss the purpose & goals of training. Please read Chapter 9: Training, Coaching, Counseling, and Mentoring — Helping Officers Grow and Develop in Effective Police Supervision

Unit 9 Project - PowerPoint Creative Project: Required Theories For Success Create a 10-15 slide PowerPoint presentation (excluding the title and reference slide) that applies critical thinking to construct persuasive arguments on the following: Defend the theories required to be successful in supervisory practices in the criminal justice field Address the following issues in your presentation:

Unit 9 Project - PowerPoint Include several theories that are essential for success in supervision. Explain why each of the theories is important. How do the theories impact supervisory practices? Support the theories with research. (PLEASE NOTE: This project may require outside research) The PowerPoint should contain a title slide and a slide with a list of references in APA format. All internal citation of outside sources plus the listing of all references should also adhere to APA format.

Training Defined A learning process that involves the acquisition of knowledge, sharpening of skills, concepts, rules, or changing of attitudes and behaviors to enhance the performance of employees.

Training Overview Training, coaching, counseling and mentoring are all significant elements of today’s modern law enforcement teaching process. Training serves as the focal point for creating and maintaining the efficiency, effectiveness and productivity of a department.

Training, Coaching, Counseling, and Mentoring Common for police organization to design and implement training and development programs that: Identify knowledge and skills that support organizational goals Design programs to meet organizational goals Evaluate the extent to which training programs increase individual competencies

Teaching Officers Supervisors should work toward realizing the effectiveness of their most valuable resource – people. May involve: Readiness to learn Orientation to learning Self-concept Experience Office retention is based upon: Discussion with others 60% Personal experience 70% Personal discovery/solve individually 80%

Formal Training May involve: Academy In-service Specialized Supervision Field training officer Managerial Curriculum is created through task analysis Skills may involve Directing others and interpersonal skills Perception and decision making Decisiveness and adaptability Oral and written communication

Failure to Train Police Departments are not immune to civil litigation Sued for civil rights violations under federal law (42 U.S.C. 1983) AKA: Section 1983 Liable if policies & procedures are responsible for any deprivation of rights enumerated by the U.S. Constitution

Civil Liability Negligent Employment Officer unfit for appointment & employer knew or should have known the person was not suited for the job. Negligent Supervision Police manager has affirmative duty to supervise employee & failure to do so led to the injury or loss. Negligent Training Employer improperly trained or failed to train police personnel

The Sergeant’s Role as a Trainer The sergeants’ job is to obtain results through people Training is a universal responsibility of 1st line supervisors The rewards are: You get know your subordinates You promote good human relations You feel good about your accomplishments You further your own career You gain more time

Coaching, Counseling, and Mentoring Places a supervisor in a position of help More important today than ever before Coaching can be used to ensure that officers are: Committed Given an opportunity Motivated Follow the vision Practice the concept of service before self Receive recognition Strive to achieve at a higher level Understand organizational priorities

Characteristics of an Effective Coach Vision – tell the forest from the trees Self-confidence - resilience Self-development – personal awareness and growth Principles of Coaching Communicate by listening Establish a positive relationship Know the mission goals and values of the organization Provide feedback Teach technical skills and techniques Understand yourself

Supervisor as a Developmental Coach, Counselor, Mentor Involves: Building commitment Must be able to gain trust Requires effective communication Consistent reinforcement of behavior and support Establish an operational climate Establish a working environment that is open Negate tension through honesty and confidentiality Must be approachable Serving as a role model Serve as an example of integrity Must exemplify a commitment towards excellence

Developmental Counseling Supervisors must mentor their subordinates Counseling is developmental and nonpunitive May involve: Communication Intention Support Styles Directive / fastest method Nondirective / encourages open communication Combined / encourages maturity

The Counseling Process Atmosphere Create two-way communication Errors Listening and personal confession is key Session Should avoid rigidity Involves a process Documentation Provides the basis of feedback Time From a brief encounter to an hour - feedback

Counseling Errors Stereotyping Personal bias Rush judgment Failure to be aware of officer’s personal concerns Failure to follow up Failure to help the officer help himself/herself Failure to give full attention Failure to keep under emotional control Failure to keep confidential information Failure to praise Failure to use flexible counseling techniques

Training Summary Ongoing process Not a means to an ends Pathway to professionalism Everything a supervisor does is a form of training Everyone benefits from effective training Importance of documentation

Questions Questions over the seminar Questions over anything