First Line Supervisor
First Line Supervisor
Learning Objectives:
Learning Objective: The student will be able to identify the skills that a first-line supervisor needs.
Learning Objective: The student will be able to define knowledge-based skills.
Learning Objective: The student will be able to identify human skills.
Learning Objective: The student will be able to compare conceptual and affective skills.
Learning Objective: The student will be able to describe a positive attitude toward management's expectations of the supervisor.
Learning Objective: The student will be able to define loyalty.
Learning Objective: The student will be able to characterize the subordinate's expectations of the supervisor.
Learning Objective: The student will be able to identify the key elements of participation.
Learning Objective: The student will be able to describe the process of conflict resolution.
Learning Objective: The student will be able to list the functions of performed by supervisors when relating to subordinates.
Learning Objective: The student will be able to define community policing.
Learning Objective: The student will be able to describe the importance of empowerment.
Learning Objective: The student will be able to list the responsibilities of a first-line supervisor in community policing.
Learning Objective: The student will be able to describe how a supervisor should build partnerships within the department.
Learning Objective: The student will be able to define collaboration.
Learning Objective: The student will be able to list eight different potential resources for problem solving.
Learning Objective: The student will be able to identify some of the elements of quality supervision.
Learning Objective: The student will be able to define process facilitation.
Learning Objective: The student will be able to describe the typical day of community policing supervisor.
Learning Objective: The student will be able to list and define the four components of problem solving.
Learning Objective: The student will be able to list several reasons why one should manage failure.
Learning Objective: The student will be able to list the reasons a first-line supervisor should become a skillful communicator.
Learning Objective: The student will be able to identify, in order of importance, the tasks performed by a supervisor.
Learning Objective: The student will be able to define interpersonal communication.
Learning Objective: The student will be able to describe the elements of the realistic communication process.
Learning Objective: The student will be able to compare one-way and two-way communication.
Learning Objective: The student will be able to identify the major barriers to the communication process.
Learning Objective: The student will be able to describe the how to overcome communication barriers.
Learning Objective: The student will be able to identify the ways in which a supervisor can provide positive feedback.
Learning Objective: The student will be able to describe the techniques a supervisor can use to improve listening skills.
Learning Objective: The student will be able to identify the key characteristics of body language.
Learning Objective: The student will be able to describe the importance of paralanguage and facial expressions when communicating.
Learning Objective: The student will be able to discuss how diversity training may benefit officers.
Learning Objective: The student will be able to list things an officer can do when communicating with someone who is hearing impaired.
Learning Objective: The student will be able to describe the motivation cycle.
Learning Objective: The student will be able to define motivation.
Learning Objective: The student will be able to identify the elements of a motivational plan.
Learning Objective: The student will be able to compare physiological needs with security needs.
Learning Objective: The student will be able to list items indicating a strong esteem need.
Learning Objective: The student will be able to describe how an officer can become self-actualized.
Learning Objective: The student will be able to compare satisfiers and dissatisfiers.
Learning Objective: The student will be able to describe Theory X and Theory Y.
Learning Objective: The student will be able to identify the four basic assumptions that underpin the expectancy theory.
Learning Objective: The student will be able to define the term valence.
Learning Objective: The student will be able to describe the concept of psychological success.
Learning Objective: The student will be able to describe the skills required of a first-line supervisor.
Learning Objective: The student will be able to define leadership.
Learning Objective: The student will be able to compare legitimate and expert power.
Learning Objective: The student will be able to identify the limitations of coercive power.
Learning Objective: The student will be able to list the traits a large police department has identified as qualities required of a good supervisor.
Learning Objective: The student will be able to identify the five groups of traits found to be associated with leadership effectiveness.
Learning Objective: The student will be able to compare initiating structure and consideration.
Learning Objective: The student will be able to describe the three major components of the contingency model of leadership.
Learning Objective: The student will be able to compare directive and participative leadership behavior.
Learning Objective: The student will be able to identify three leadership mistakes.
Learning Objective: The student will be able to identify four critical tasks leaders need to achieve in high performance operations.
Learning Objective: The student will be able to define discipline.
Learning Objective: The student will be able to compare and contrast the various forms of discipline.
Learning Objective: The student will be able to identify the characteristics of an effective disciplinary system.
Learning Objective: The student will be able to describe the role of and skills needed by first-line supervisors.
Learning Objective: The student will be able to explore the use and abuse of disciplinary action in complex organizations.
Learning Objective: The student will be able to understand the keys to effective discipline.
Learning Objective: The student will be able to identify the types of disciplinary action available to the first-line supervisor.
Learning Objective: The student will be able to identify the five reaction stages for an individual going through disciplinary action.
Learning Objective: The student will be able to develop an appreciation for “firm but fair” disciplinary action.
Learning Objective: The student will be able to understand discipline as a multidimensional learning process.
Learning Objective: The student will be able to define the term labor intensive.
Learning Objective: The student will be able to explore the function of performance evaluation process.
Learning Objective: The student will be able to list the steps in the performance evaluation process.
Learning Objective: The student will be able to describe the role and responsibilities of each actor in the performance evaluation process.
Learning Objective: The student will be able to examine the specific role of the police sergeant in performance evaluation.
Learning Objective: The student will be able to compare and contrast selected methods used to appraise on the job performance.
Learning Objective: The student will be able to describe errors that skew performance evaluations.
Learning Objective: The student will be able to describe both the purpose of and dynamics involved in the appraisal interview.
Learning Objective: The student will be able to define remediation and follow-up in terms of the performance evaluation process.
Learning Objective: The student will be able to discuss the concepts of validity and reliability in performance appraisal.
Learning Objective: The student will be able to explore performance evaluation in the context of community-oriented policing.
Learning Objective: The student will be able to examine the emergence of trends related to appraising the performance of first-line police supervisors.
Learning Objective: The student will be able to describe the socialization process in a police department.
Learning Objective: The student will be able to prepare a short essay describing the relationship between the individual and the group.
Learning Objective: The student will be able to compare vertical and horizontal cliques.
Learning Objective: The student will be able to identify the characteristics of a random clique.
Learning Objective: The student will be able to describe the stages in the group development process.
Learning Objective: The student will be able to list the elements constituting norms in a law enforcement agency.
Learning Objective: The student will be able to describe how a supervisor can build a winning team.
Learning Objective: The student will be able to list the ways in which task forces can be advantageous.
Learning Objective: The student will be able to describe the manner in which one should conduct a meeting.
Learning Objective: The student will be able to define change.
Learning Objective: The student will be able to describe what constitutes the process of change.
Learning Objective: The student will be able to identify the components of social values.
Learning Objective: The student will be able to describe the importance of police unions as a major component of the change process.
Learning Objective: The student will be able to list the key elements of job satisfaction.
Learning Objective: The student will be able to describe the reasons officers accept change.
Learning Objective: The student will be able to list what employees feel are unpopular decisions.
Learning Objective: The student will be able to describe how officers can participate in change.
Learning Objective: The student will be able to describe the pitfalls of mandated change.
Learning Objective: The student will be able to name the attributes of the police subculture.
Learning Objective: The student will be able to describe a typical value statement for a police department.
Learning Objective: The student will be able to list five characteristics of a problem employee.
Learning Objective: The student will be able to compare an ascendant employee with an ambivalent employee.
Learning Objective: The student will be able to identify the characteristics of an erudite employee.
Learning Objective: The student will be able to describe the type of employee who can be classified as a manipulator.
Learning Objective: The student will be able to list the five types of problem employees.
Learning Objective: The student will be able to identify the view taken by most marginal employees.
Learning Objective: The student will be able to write a short essay describing work stressors.
Learning Objective: The student will be able to list six task stressors.
Learning Objective: The student will be able to describe the nature and extent of suicide in law enforcement.
Learning Objective: The student will be able to identify the key elements of an early warning system.
Learning Objective: The student will be able to describe the types of problems that can be dealt with by an Employee Assistance Program.
Learning Objective: The student will be able to identify and describe several forms of police deviance.
Learning Objective: The student will be able to explore the basic concept of administrative responsibility.
Learning Objective: The student will be able to discuss the need for formal internal investigation policy.
Learning Objective: The student will be able to examine the synergistic balance of factors required to keep police misconduct under control.
Learning Objective: The student will be able to differentiate between the sources of personnel complaints.
Learning Objective: The student will be able to identify three major types of police misconduct complaints.
Learning Objective: The student will be able to describe, compare and contrast four phases of the internal discipline process.
Learning Objective: The student will be able to list the steps involved in a police personnel investigation.
Learning Objective: The student will be able to examine the structure and function of a police trail board.
Learning Objective: The student will be able to develop an appreciation for the importance of procedural due process.
Learning Objective: The student will be able to understand how complaint dispositions should be classified.
Learning Objective: The student will be able to explore the various roles played by the sergeant in the administration of internal discipline.
Learning Objective: The student will be able to discuss the role of chief police executive in providing leadership for and control of the disciplinary system.
Learning Objective: The student will be able to examine the relationship between the Early Warning System, the Employee Assistance Program, and Total Quality Management of police personnel.
Learning Objective: The student will be able to explain the hidden revolution in police labor relations.
Learning Objective: The student will be able to define collective bargaining and outline the steps involved in choosing a bargaining agent.
Learning Objective: The student will be able to describe constructive conflict and understand its relationship in participatory management.
Learning Objective: The student will be able to recognize management rights.
Learning Objective: The student will be able to understand the need for a strong management rights clause.
Learning Objective: The student will be able to identify goals that unions seek to achieve through bargaining.
Learning Objective: The student will be able to compare and contrast the methods used to resolve impasses in contract negotiations.
Learning Objective: The student will be able to define job action and describe those that have been used in police work.
Learning Objective: The student will be able to define the word contract based on its meaning in labor law.
Learning Objective: The student will be able to contrast collective bargaining with contract administration.
Learning Objective: The student will be able to identify the sergeant's unique role in labor relations and contract administration.
Learning Objective: The student will be able to appreciate the need for and value of a dynamic balance between labor and management.
Learning Objective: The student will be able to recognize the subtle shift from the traditional to an interest-based collective bargaining process.
Learning Objective: The student will be able to explore the white male dominance of police work in the United States.
Learning Objective: The student will be able to define de jure discrimination and contrast it with de facto discrimination.
Learning Objective: The student will be able to discuss and show the relationships among prejudice, stereotypes, and discrimination.
Learning Objective: The student will be able to examine Title VII and the Civil Rights Act of 1965 and the Equal Employment Opportunity Act (1972) in terms of their impact on equal employment opportunity in police work.
Learning Objective: The student will be able to identify the elements in affirmative action planning and explain the difference between a goal and a quota.
Learning Objective: The student will be able to describe the characteristics of a nondiscriminatory personnel selection process.
Learning Objective: The student will be able to understand how EEO/AA has changed the composition of the workforce and the implications for the future.
Learning Objective: The student will be able to discuss the importance of the sergeant's role in translating equal opportunity theory into practice.
Learning Objective: The student will be able to list and discuss the traits that distinguish a promoted patrol officer from a competent supervisor when dealing with nontraditional police employees.
Learning Objective: The student will be able to discuss specific ways in which a good first-line supervisor interacts with nontraditional employees in an effort to help develop their full potential.
Learning Objective: The student will be able to examine the components of the OUCH test and demonstrate its utility when it comes to supervising minorities.
Learning Objective: The student will be able to discuss the composition of protected classes based on the Civil Rights Act.
Learning Objective: The student will be able to explore the California approach to field training for first-line supervisors.
Learning Objective: The student will be able to define training and discuss its role in the development of human resources.
Learning Objective: The student will be able to describe and compare pre-employment, pre-service and in-service approaches to police training.
Learning Objective: The student will be able to examine the relationship between preparatory pre-employment police training and the concept of profession.
Learning Objective: The student will be able to identify the philosophical planks that serve as a foundation for modern police training.
Learning Objective: The student will be able to list the steps involved in the police training process.
Learning Objective: The student will be able to discuss principles of learning as they relate to the training of police personnel.
Learning Objective: The student will be able to identify the steps in the police training cycle.
Learning Objective: The student will be able to explore various methodologies that are used in police training.
Learning Objective: The student will be able to outline the sequence involved in an effective instructional protocol.
Learning Objective: The student will be able to develop and understanding of the reciprocal and synergistic relationship between supervision and training.
Learning Objective: The student will be able to explain why there is a need for supervisory training and how it might be integrated with on-the-job experience.
Learning Objective: The student will be able to define civil liability and explore how it can be mitigated by effective supervision and training.
Learning Objective: The student will be able to learn to appreciate the importance of documenting all police training activities.