© 2012 Delmar, Cengage Learning Section IV Managing Problems Chapter 10 Discipline and Problem Behaviors

© 2012 Delmar, Cengage Learning Discipline Defined Self-imposed rules govern a person’s self-control. Discipline can be a form of voluntary obedience to instructions, commands or demeanor. The purpose of discipline is to promote desired behavior. Officers with the highest performance have a high level of discipline. Morale is how a person feels; discipline is how a person acts.

© 2012 Delmar, Cengage Learning Positive, Constructive Self-Discipline Most effective Uses training to foster compliance with rules and regulations and performance at peak efficiency To law enforcement managers’ advantage

© 2012 Delmar, Cengage Learning Typical Rules and Regulations for Law Enforcement Departments Maintaining discipline is a fundamental management right. General conduct Performance of duty Restrictions on behavior

© 2012 Delmar, Cengage Learning Policies and Procedures Revisited An agency’s policy and procedure manual is the foundation on which most discipline is based. Policies and procedures should be concise and understandable by all personnel. Policies and procedures must comply with Americans with Disabilities Act.

© 2012 Delmar, Cengage Learning General Orders Written directives related to policy, procedures, rules and regulations involving more than one unit Formalize a department policy on a specific issue Should be based on accurate, simple descriptions of the situations to which they apply Should be clear, inclusive, credible and durable

© 2012 Delmar, Cengage Learning Clarity of Role versus Creativity The need for due process in discipline Protection against civil litigation The accreditation movement

© 2012 Delmar, Cengage Learning The 10/80/10 Principle 10% self-motivated high achievers 80% average achievers 10% unmotivated troublemakers who cause 90% of management’s problems

© 2012 Delmar, Cengage Learning Dealing with Problem Employees Changing behavior is more cost-effective than replacing employees. Employee assistance programs can be used. Marginal performers demonstrate the ability to perform but just do enough to get by.

© 2012 Delmar, Cengage Learning Types of Difficult People Yes people Passives Avoiders Pessimists Complainers Know-it-alls Exploders Bullies Snipers

© 2012 Delmar, Cengage Learning Examples of Problem Behaviors Abuse of sick leave Substance abuse Corruption Insubordination Sexual harassment Use of excessive force Misconduct off duty

© 2012 Delmar, Cengage Learning Negative Discipline/Punishment Should be carried out as close to the time of the violation as possible Purpose: –Help offenders correct their behavior –Send a message to others that such behavior is not acceptable Should be carried out in private to avoid embarrassment and defensiveness

© 2012 Delmar, Cengage Learning Five Guiding Principles of Early Identification Systems 1.An EIS should be part of an agency’s larger effort to support and improve officer performance. 2.First-line supervisors are the lynchpin of EISs. 3.For EISs to be effective, intervention options should vary to meet the wide range of officers’ needs. 4.The chief executive ultimately is responsible for the success or failure of EISs. 5.EISs are a valuable administrative tool that can enhance accountability and integrity in a law enforcement agency.

© 2012 Delmar, Cengage Learning Considerations for Determining Penalties The offense and offender How the offense was committed The offender’s attitude and past performance

© 2012 Delmar, Cengage Learning Steps of Progressive Discipline Oral reprimand Written reprimand Suspension/demotion Discharge/termination

© 2012 Delmar, Cengage Learning Summary Punishment/Discipline Discretionary authority is used when a supervisor thinks an officer is not fit for duty. When, for any reason, the supervisor thinks immediate action is needed. May require officers to work without pay or may excuse them from duty without pay. Officers who receive summary punishment have a right to a hearing.

© 2012 Delmar, Cengage Learning Guidelines for Administering Negative Discipline Get the facts first. Know your powers as outlined in your job description. Check on precedents for similar offenses. Criticize in private. Be calm. Be sure the person is attentive and emotionally ready to listen. Focus on the behavior, not the person. Do not imply the behavior was done on purpose.

© 2012 Delmar, Cengage Learning Guidelines for Administering Negative Discipline (cont.) Be clear, specific and objective. Check for understanding by asking questions. Respect the employee’s dignity. Suit the disciplinary action to the individual and the situation. End with expectations for changed behavior. Set a time frame. Follow up.

© 2012 Delmar, Cengage Learning Steps in Administering Negative Discipline Write down the violation. State the reason for the action. Listen to the employee’s explanation. Suggest corrective action. Be firm, but fair. Secure a commitment to future positive behavior. Tell the individual how to appeal the decision.

© 2012 Delmar, Cengage Learning Comprehensive Discipline Uses both positive and negative discipline to achieve individual and organizational goals The balance of consequences analysis The PRICE method The one-minute management approach The stroke approach

© 2012 Delmar, Cengage Learning A Fair Disciplinary System A fair, equitable disciplinary system has the following characteristics: –Reasonable and necessary policies, procedures and rules to govern employees’ conduct at work and promote both individual and organizational goals. –Effective communication of these policies, procedures and rules and the consequences for noncompliance. –Immediate, impartial and consistent enforcement of the policies, procedures and rules. –An appeals procedure.