Supervising Problem Solving Course overheads Presented by YOUR NAME HERE!

Recent Notes on Community Policing z1974: Kansas City Preventive Patrol z1980: Rapid Response Studies z1981: Differential Response Studies zFoot Patrols zBroken Windows/Fear Reduction z1994: The Crime Act--COPS Office

The Core Components of Community Policing zCommunity Partnership zProblem Solving zOrganizational Transformation

The Community Policing Consortium

The Police Executive Research Forum (PERF)

Community Policing Defined zOrganizational philosophy zManagement approach zFacilitates partnerships zAddresses:  fear  causes of crime  quality-of-life issues

Principles of Community Policing zTrust zAccountability zChange zVision zPartnerships zEmpowerment zProblem Solving zLeadership zEquality zService

LEAD Survey

Four Course Modules zFoundations of problem solving zMechanics of problem solving zSupervising problem solving zChallenges of problem solving

Module I Introduction to Problem Solving

Connect the Dots

Solution

Impediments to Thinking Creatively TRADITIONAL POLICING

TRAINING RIGID DISCIPLINARY POLICIES TOLERANCE FOR RISK RULES AND REGULATIONS Impediments to Thinking Creatively (cont.) TRADITIONAL POLICING

TRADITIONAL POLICING OFFENDER VICTIM LOCATION

Community Policing zPhilosophical characterization zRecognizes differences zProvides customized services zForms partnerships

What is a Problem? zTwo or more incidents; zSimilar in nature; zCapable of causing harm; and zPublic expectation to do something about it.

Are There Differences? Violations of the Law Vs. Community Problems Are There Differences?

How Are Incidents Related? zLocation zSuspect zVictim Group zBehavior zTime zEvidence

Offender Victim Location Problem Triangle

Traditional Policing TRADITIONAL POLICING OFFENDER

Problem-Oriented Policing VICTIM LOCATION TRADITIONAL POLICING OFFENDER

SCANNING ASSESSMENT RESPONSE ANALYSIS SARA Problem Solving Model

Problem Solving Involves: S A R A

Problem Solving Involves: S A R A Scanning Identify neighborhood crime and disorder problems.

Problem Solving Involves: S A R A Scanning Identify neighborhood crime and disorder problems. Analysis Understand conditions that cause problems to occur.

Problem Solving Involves: S A R A Scanning Identify neighbor- hood crime and disorder problems. Analysis Understand conditions that cause problems to occur. Response Develop and implement solutions.

Problem Solving Involves: S A R A Scanning Identify neighbor- hood crime and disorder problems. Analysis Understand conditions that cause problems to occur. Response Develop and implement solutions. Assessment Determine the impact.

RULES OF PROBLEM SOLVING

The Problem Solver Must: zAdhere to community norms zBe consistent with departmental values zBe moral, legal and ethical zUse common sense zBe creative RULES OF PROBLEM SOLVING

Levels of Problem Solving

Simple - Individual Officer Moderate - Small Group/Team of Officers Complex - Organizational Collaboration

Legitimate Expectations of Problem Solving zEliminate the problem. zMove the problem. zManage the problem better.  Repair the problem.  Reduce the harm.  Reduce the problem.

Module II The Mechanics of Problem Solving

Two Objectives zLearn steps and sub-steps necessary for successful problem solving. zLearn what questions to ask to facilitate successful problem-solving in those you supervise.

Conceptualization: The Problem-Solving Process Scanning Response Assessment Analysis

SARASARA

S AA R

Scanning Steps zWhat are neighborhood issues and concerns? Step 1

Scanning Steps zHow do you find out what the problems are? Step 1 (continued)

Scanning Steps zSelect problems that meet the definition. Step 2

Review: What is a Problem? zTwo or more incidents; zSimilar in nature; zCapable of causing harm; and zPublic expectation to do something about it.

Scanning Steps zPrioritize problems. (Expert vs. Collaborative) Step 3

Common Rationales for Prioritization zUmbrella Method zEasiest Most Difficult zQuickest Most Lengthy z APE’s z Generate Positive Publicity z Most Least Serious z FewestMost Resources

Scanning Steps zState specific problem behavior. zWhere does problem occur? zWhich setting is causing the most difficulty? Step 4 Offender Victim Location

Summary of Scanning Steps zLaundry list zIdentify problems zPrioritize problems (method?) zState specific problem behavior zWhere does the problem occur? zWhich setting is causing the most difficulty?

Preparation for Analysis zPreliminary hypothesis zGeneral goal statement zDetermine how data will be gathered and reported. zWhen will data collection begin?

Hypothesis From what you already know, what do you think is causing the problem? Form general goal statement Data gathering and reporting Decide when collection will begin

Analysis Steps zWhat conditions or events precede the problem? Step 1

Analysis Steps zWhat conditions or events precede the problem? zWhat accompanies the problem? Step 1 (continued)

Analysis Steps zWhat conditions or events precede the problem? zWhat accompanies the problem? zWhat are the problem’s consequences? Step 1 (continued)

Analysis Steps zWhat conditions or events precede the problem? zWhat accompanies the problem? zWhat are the problem’s consequences? zWhat harms result from the problem? Step 1(continued)

Analysis Steps zHow often does the problem occur? Step 2

Analysis Steps zHow often does the problem occur? zHow long has this been a problem? Step 2 (continued)

Analysis Steps zHow often does the problem occur? zHow long has this been a problem? zWhat is the duration of each occurrence of the problem? Step 2 (continued)

Analysis Steps What are your conclusions about why the problem occurs? HYPOTHESIS:

Analysis Steps zDefine a tentative goal. Step 3

Analysis Steps zDefine a tentative goal. zIdentify resources that may assist in solving the problem. Step 3 (continued)

Analysis Steps zDefine a tentative goal. zIdentify resources that may assist in solving the problem. zWhat has already been established to address the problem? Step 3 (continued)

Summary of Analysis Steps z Step 1 z What conditions or events precede the problem? z What conditions or events accompany the problem? z What are the problem’s consequences? z What harms result from the problem?

Summary of Analysis Steps (continued) z Step 2 z How often does the problem occur? z How long has this been a problem? z What is the duration of each occurrence of the problem? z Now that the data have been collected, should you continue with analysis or return to scanning and restate the problem?

Summary of Analysis Steps (continued) z Hypothesis z What are your conclusions about why the problem occurs? Step 3 z Define a tentative goal. z Identify resources that may be of assistance in solving the problem. z What procedures, policies or rules have been established to address the problem?

Response Steps zBrainstorm possible strategies. Step 1

Response Steps zFeasibility of alternatives zPre-plan work zWho will be responsible? zGoals plan will accomplish zHow will data be collected? Step 2

Response Steps zRealistically, what are the most likely problems with implementing the plan? Step 3

Response Steps zRealistically, what are the most likely problems with implementing the plan? zWhat are some procedures to follow when plan is not working or when not being implemented correctly? Step 3 (continued)

Summary of Response Steps Step 1 zBrainstorm possible strategies Step 2 zFeasibility of alternatives zPre-plan work zWho will be responsible? zGoals plan will accomplish

Summary of Response Steps (cont.) zHow will data be collected? Step 3 zRealistically, what are the most likely problems with implementing the plan? zWhat are some procedures to follow when plan is not working or when not being implemented correctly?

Implement the Plan

Assessment Steps zWas the plan implemented? Step 1

Assessment Steps zWas the plan implemented? zAre we making progress towards the goal(s)? Step 1 (continued)

Assessment Steps zWas the plan implemented? zAre we making progress towards the goal(s)? zHow do you know? Step 1 (continued)

Conventional A-B Graph Hours, Days, Weeks, Months, Years Number or Amount

Conventional A-B Graph Number or Amount Hours, Days, Weeks, Months, Years AB (Baseline)(During Response)

Number of Auto Break-ins Months A

Number of Auto Break-ins Months A B

Number of Auto Break-ins Months AB

Number of Auto Break-ins Months AB

Number of Auto Break-ins Months AB

Assessment Steps zWhat if the plan is removed? zWhat if the plan remains in place? zNew strategies to increase effectiveness zHow can we monitor plan in the future? Step 2

Summary of Assessment Steps z Step 1 z Was the plan implemented? z Are we making progress towards the goal(s)? z How do you know?

Summary of Assessment Steps (continued) z Step 2 z What if the plan is removed?? z What if the plan remains in place? z New strategies to increase effectiveness z How can we monitor plan in the future?

Module III Supervising Problem Solving

Three Objectives zSet expectations at every stage. zDiagnose readiness, ability and willingness. zSelect appropriate leadership style.

Expectations: Activities and Video zActivity 1: Changing expectations  Exercise: Cherry Patch zActivity 2: Importance of expectations  Exercise: Officer Williams zActivity 3: Setting Expectations  Exercise: Video

Expectations zScanning: area-specific crime- related problems. zAnalysis: Why problems occur; resources. zResponse: Do something! zAssessment: Is it working? Why?

Situational Leadership ® Situational Leadership ® is a registered trademark of the Center for Leadership Studies. Adapted with permission. All rights reserved. zAssess an employee’s readiness to perform a specific task zSelect a leadership style that will be most effective in dealing with this employee

Situational Leadership ® zReadiness=Ability + Willingness zAbility=Skills + Knowledge zWillingness= Desire + Confidence Situational Leadership ® is a registered trademark of the Center for Leadership Studies. Adapted with permission. All rights reserved.

Situational Leadership ® zStyle= Relationship + Task  Relationship is:  active listening  encouraging  spending time  participating

Situational Leadership zStyle=Relationship + Task  Task is:  giving “how to’s”  directing

Leadership Style © Center for Leadership Studies, 1994 Readiness Relationship/ Task Style Unwilling & Unable Low/High “Directing” Willing & Unable High/High “Coaching” Unwilling & Able High/Low “Supporting” Willing & Able Low/Low “Delegating”

Framework of a Meeting zKnow parameters zHave working knowledge of issues zMeet with employee  where and when  tone of meeting zWhat issues?

Framework of a Meeting (cont.) zStay focused zIdentify your role zGoals and time frame zFollow-up  help with prioritization  flexibility

Exercises 4Officer Smith 4Officer Jones 4Project Journal 4Vagrants at Beach 4Others...

Measuring Success zOfficer’s Perspective yAccomplish goals yRewards vs. penalties

Measuring Success zDepartment’s Perspective yAccomplish goals yDevelop officers yEmpower community yDevelop resources

Exercise Little League Article

Module IV The Challenges of Problem Solving

Objectives zRecognize impediments zRecognize difficulties with model zRecognize supervisory impediments zRecognize importance of flexibility

The Challenge of Problem Solving zOrganizational Impediments zSARA Model zSupervisory Impediments Resistance to Change...

Think about how hard it is to change yourself and you will understand how hard it is to change others. Anonymous

Exercise Development of Beliefs

Changing Behavior: Positional Power Time or Degree of Difficulty Group Behavior Individual Behavior Attitudes Knowledge LOW HIGH

Changing Behavior: Personal Power Time or Degree of Difficulty Knowledge Attitudes Individual Behavior Group Behavior LOW HIGH

Enhancing Personal Power zSubtle, yet firm zSolicit input zAcknowledgement zLong-term commitment zLet them get involved zRecognize mistakes will occur zKeep them informed zFocus on management

Exercise Heartwork Change Model

Four Stages of Change Denial Resistance Exploration Commitment

Role of Leadership: Denial zShare information zExplain impact of change zSchedule planning and discussion time zFind out what employees want

Role of Leadership: Resistance zListen zDon’t try to fix zDon’t be overly optimistic zInvite and explore resistance zAllow for “mourning” zBe firm about moving forward

Role of Leadership: Exploration zFacilitate zGive focus, direction, guidance zPromote vision zHighlight opportunities zProvide training zStrengthen intergroup connections

Role of Leadership: Commitment zEmpower personnel zDon’t micro-manage zRe-emphasize purpose of change zHelp visualize future zClarify roles and responsibilities zQuick successes and celebrations

The Challenge of Problem Solving Organizational Impediments zResistance to change zReliance on collaboration and cooperation zLack of internal support

The Challenge of Problem Solving Impediments with SARA Model zDifficult to understand

Review: What is a Problem? zTwo or more incidents; zSimilar in nature; zCapable of causing harm; and zPublic expectation to do something about it.

The Challenge of Problem Solving Impediments with SARA Model zDifficult to understand zPressure to abandon model zNot prepared for complex situations

Circle of Concern

Circle of Concern and Circle of Influence Circle of Concern Circle of Influence

The Challenge of Problem Solving Supervisory Impediments zLack of management support zSupervisors resist change zFail to keep officers focused zLack leadership skills

Leadership The process of influencing activities of an individual or a group to achieve results in a given situation.

Leadership Style How people perceive you determines in part how they relate to you.

Influencing Your Leadership Style zValue system zConfidence in officers zPersonal inclinations zRisk you can tolerate

Score LEAD Survey

Task-Oriented/Directing: High Task/Low Relationship zIdentifies problems zSets goals and defines roles zDevelops action plan zControls decision making zProvides specific directions zAnnounces solutions and decisions

Total Involvement/Coaching: High Task/High Relationship zIdentifies problems and sets goals zRecognizes and praises progress zExplains decisions zSolicits ideas zMakes final decisions zContinues to direct zEvaluates work

Person-Oriented/Supporting: High Relationship/Low Task zInvolves people zLets person take lead zProvides assurance, support, etc. zShares responsibility zListens and facilitates zEvaluates work with the person

Passive Involvement/Delegating: Low Relationship/Low Task zJointly defines problem zCollaborates in setting goals zLets person develop action plan zAccepts person’s decisions zEvaluates performance zLets person take responsibility

Leadership Styles Vary According to: zAmount of direction zAmount of support and encouragement zAmount of follower involvement zThe follower’s level of ability and willingness

So…What Kind of Leadership Behavior Describes Me? zTask-oriented (Directing) zTotal Involvement (Coaching) zPerson-oriented (Supporting) zPassive Involvement (Delegating)

The Consortium

For More Information For more information, call: Andrew Morabito PERF Training Coordinator or Corina Sol Brito PERF Management Representative or visit or