Supervising Problem Solving

Course overheads

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Recent Notes on Community Policing

1974: Kansas City Preventive Patrol1980: Rapid Response Studies1981: Differential Response StudiesFoot PatrolsBroken Windows/Fear Reduction1994: The Crime Act--COPS Office

The Core Components of Community Policing

Community PartnershipProblem SolvingOrganizational Transformation

The Community Policing Consortium

The Police Executive Research Forum (PERF)

Community Policing Defined

Organizational philosophyManagement approachFacilitates partnershipsAddresses:

fear causes of crime quality-of-life issues

Principles of Community Policing

Trust Accountability Change Vision Partnerships Empowerment Problem Solving Leadership Equality Service

LEAD Survey

Four Course Modules

Foundations of problem solvingMechanics of problem solvingSupervising problem solvingChallenges of problem solving

Module IModule 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.)

TRADITIONALPOLICING

TRADITIONAL

POLICING

OFFENDERVICTIM

LOCATION

Community Policing

Philosophical characterizationRecognizes differencesProvides customized servicesForms partnerships

What is a Problem?

Two or more incidents;Similar in nature;Capable of causing harm; andPublic expectation to do

something about it.

Violations of the LawVs.

Community Problems

Are There Differences?Are There Differences?

How Are Incidents Related?

LocationSuspectVictim GroupBehaviorTimeEvidence

Offen

der Victim

Location

Problem Triangle

Traditional Policing

TRADITIONAL

POLICING

OFFENDER

Problem-Oriented Policing

VICTIM

LOCATION

TRADITIONAL

POLICING

OFFENDER

SCANNING

ASSESSMENTRESPONSE

ANALYSIS

SARA Problem Solving Model

Problem Solving Involves:

S A R A

Problem Solving Involves:

S A R AScanning

Identify neighborhood crime and disorder problems.

Problem Solving Involves:

S A R AScanning

Identify neighborhood crime and disorder problems.

Analysis

Understand conditionsthat cause problemsto occur.

Problem Solving Involves:

S A R AScanning

Identify neighbor-hood crime anddisorder problems.

Analysis

Understand conditionsthat cause problems tooccur.

Response

Develop and implement solutions.

Problem Solving Involves:

S A R AScanning

Identify neighbor-hood crimeand disorder problems.

Analysis

Understand conditionsthat cause problems tooccur.

Response

Develop andimplementsolutions.

Assessment

Determinethe impact.

RULES OF PROBLEM SOLVING

The Problem Solver Must:Adhere to community normsBe consistent with

departmental valuesBe moral, legal and ethicalUse common senseBe creative

RULES OF PROBLEM SOLVING

Levels of Problem Solving

Levels of Problem Solving

Simple - Individual OfficerModerate - Small Group/Team of Officers

Complex - Organizational Collaboration

Legitimate Expectations of Problem Solving

Eliminate the problem.Move the problem.Manage the problem better.

Repair the problem. Reduce the harm. Reduce the problem.

Module IIModule II

The Mechanics of Problem Solving

Two Objectives

Learn steps and sub-steps necessary for successful problem solving.

Learn what questions to ask to facilitate successful problem-solving in those you supervise.

Conceptualization:The Problem-Solving Process

ScanningScanning

ResponseResponse

AssessmentAssessment

AnalysisAnalysis

SARA

SAA

R

Scanning Steps

What are neighborhood issues and concerns?

Step 1

Scanning Steps

How do you find out what the problems are?

Step 1 (continued)

Scanning Steps

Select problems that meet the definition.

Step 2

Review: What is a Problem?

Two or more incidents;Similar in nature;Capable of causing harm; andPublic expectation to do

something about it.

Scanning Steps

Prioritize problems.

(Expert vs. Collaborative)

Step 3

Common Rationales for Prioritization

Umbrella MethodEasiest Most DifficultQuickest Most Lengthy APE’s Generate Positive Publicity Most Least Serious Fewest Most Resources

Scanning Steps

State specific problem behavior.

Where does problem occur?Which setting is causing the

most difficulty?

Step 4

Offen

der Victim

Location

Summary of Scanning Steps

Laundry listIdentify problemsPrioritize problems (method?)State specific problem behaviorWhere does the problem occur?Which setting is causing the

most difficulty?

Preparation for Analysis

Preliminary hypothesisGeneral goal statementDetermine how data will be

gathered and reported.When will data collection begin?

Hypothesis

From what you already know, what do youthink is causing the problem?

•Form general goal statement•Data gathering and reporting•Decide when collection will begin

Analysis Steps

What conditions or events precede the problem?

Step 1

Analysis Steps

What conditions or events precede the problem?

What accompanies the problem?

Step 1 (continued)

Analysis Steps

What conditions or events precede the problem?

What accompanies the problem?What are the problem’s consequences?

Step 1 (continued)

Analysis Steps

What conditions or events precede the problem?

What accompanies the problem?What are the problem’s

consequences?What harms result from the

problem?

Step 1(continued)

Analysis Steps

How often does the problem occur?

Step 2

Analysis Steps

How often does the problem occur?How long has this been a problem?

Step 2 (continued)

Analysis Steps

How often does the problem occur?How long has this been a problem?What 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

Define a tentative goal.Step 3

Analysis Steps

Define a tentative goal.Identify resources that may assist in solving the problem.

Step 3 (continued)

Analysis Steps

Define a tentative goal. Identify resources that may assist in

solving the problem.What has already been established to address the problem?

Step 3 (continued)

Summary of Analysis Steps

Step 1What conditions or events precede

the problem?What conditions or events

accompany the problem?What are the problem’s

consequences?What harms result from the problem?

Summary of Analysis Steps (continued)

Step 2How often does the problem occur?How long has this been a problem?What is the duration of each

occurrence of the problem?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)

HypothesisWhat are your conclusions about why

the problem occurs?Step 3

Define a tentative goal. Identify resources that may be of

assistance in solving the problem. What procedures, policies or rules

have been established to address the problem?

Response Steps

Brainstorm possible strategies.

Step 1

Response Steps

Feasibility of alternativesPre-plan workWho will be responsible?Goals plan will accomplishHow will data be collected?

Step 2

Response Steps

Realistically, what are the most likely problems with implementing the plan?

Step 3

Response Steps

Realistically, what are the most likely problems with implementing the plan?

What are some procedures to follow when plan is not working or when not being implemented correctly?

Step 3 (continued)

Summary of Response Steps

Step 1Brainstorm possible strategies

Step 2Feasibility of alternativesPre-plan workWho will be responsible?Goals plan will accomplish

Summary of Response Steps (cont.)

How will data be collected? Step 3

Realistically, what are the most likely problems with implementing the plan?

What are some procedures to follow when plan is not working or when not being implemented correctly?

Implement the Plan

Assessment Steps

Was the plan implemented?

Step 1

Assessment Steps

Was the plan implemented?Are we making progress towards the goal(s)?

Step 1 (continued)

Assessment Steps

Was the plan implemented?Are we making progress towards the

goal(s)?How do you know?

Step 1 (continued)

Conventional A-B Graph

Hours, Days, Weeks, Months, Years

Num

ber o

r Am

ount

Conventional A-B GraphN

umbe

r or A

mou

nt

Hours, Days, Weeks, Months, Years

A B

(Baseline) (During Response)

05

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ak-in

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Months

A

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Months

A B

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Months

A B

Assessment Steps

What if the plan is removed?What if the plan remains in place?New strategies to increase

effectiveness How can we monitor plan in

the future?

Step 2

Summary of Assessment Steps

Step 1Was the plan implemented?Are we making progress

towards the goal(s)?How do you know?

Summary of Assessment Steps (continued)

Step 2What if the plan is removed??What if the plan remains in place?New strategies to increase

effectivenessHow can we monitor plan in the

future?

Module IIIModule III

Supervising ProblemSolving

Three Objectives

Set expectations at every stage.

Diagnose readiness, ability and willingness.

Select appropriate leadership style.

Expectations:Activities and Video

Activity 1: Changing expectations Exercise: Cherry Patch

Activity 2: Importance of expectations Exercise: Officer Williams

Activity 3: Setting Expectations Exercise: Video

Expectations

Scanning: area-specific crime-related problems.

Analysis: Why problems occur; resources.

Response: Do something!Assessment: Is it working?

Why?

Situational Leadership®

Situational Leadership® is a registered trademark of the Center for Leadership Studies. Adapted with permission. All rights reserved.

Assess an employee’s readiness to perform a specific task

Select a leadership style that will be most effective in dealing with this employee

Situational Leadership®

Readiness=Ability + Willingness

Ability=Skills + Knowledge

Willingness= Desire + Confidence

Situational Leadership® is a registered trademark of the Center for Leadership Studies. Adapted with permission. All rights reserved.

Situational Leadership ®

Style= Relationship + Task

Relationship is:active listeningencouragingspending timeparticipating

Situational Leadership

Style=Relationship + Task

Task is:giving “how to’s”directing

Leadership Style© Center for Leadership Studies, 1994

Readiness Relationship/ Task

StyleUnwilling & Unable

Low/High “Directing”Willing &

Unable High/High “Coaching”Unwilling

& Able

High/Low “Supporting”

Willing & Able Low/Low “Delegating”

Framework of a Meeting

Know parametersHave working knowledge of

issuesMeet with employee

where and when tone of meeting

What issues?

Framework of a Meeting (cont.)

Stay focusedIdentify your roleGoals and time frameFollow-up

help with prioritization flexibility

Exercises

Officer SmithOfficer JonesProject JournalVagrants at BeachOthers...

Measuring Success

Officer’s Perspective Accomplish goals Rewards vs. penalties

Measuring Success

Department’s Perspective Accomplish goals Develop officers Empower community Develop resources

Exercise

Little League Article

Module IVModule IV

The Challenges ofProblem Solving

Objectives

Recognize impedimentsRecognize difficulties with

modelRecognize supervisory

impedimentsRecognize importance of

flexibility

The Challenge of Problem Solving

Organizational ImpedimentsSARA ModelSupervisory Impediments

Resistance to Change...

Think about how hard it is to changeyourself and you will understand howhard 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

Subtle, yet firmSolicit inputAcknowledgementLong-term commitmentLet them get involvedRecognize mistakes will occurKeep them informedFocus on management

Exercise

Heartwork Change Model

Four Stages of Change

Denial

Resistance

Exploration

Commitment

Role of Leadership: Denial

Share informationExplain impact of changeSchedule planning and

discussion timeFind out what employees want

Role of Leadership: Resistance

ListenDon’t try to fixDon’t be overly optimisticInvite and explore resistanceAllow for “mourning”Be firm about moving forward

Role of Leadership: Exploration

FacilitateGive focus, direction, guidancePromote visionHighlight opportunitiesProvide trainingStrengthen intergroup

connections

Role of Leadership: Commitment

Empower personnelDon’t micro-manageRe-emphasize purpose of changeHelp visualize futureClarify roles and responsibilitiesQuick successes and celebrations

The Challenge of Problem Solving

Organizational Impediments

Resistance to changeReliance on collaboration and

cooperationLack of internal support

The Challenge of Problem Solving

Impediments with SARA Model

Difficult to understand

Review: What is a Problem?

Two or more incidents;Similar in nature;Capable of causing harm; andPublic expectation to do

something about it.

The Challenge of Problem Solving

Impediments with SARA Model

Difficult to understandPressure to abandon modelNot prepared for complex

situations

Circle of Concern

Circle of Concern andCircle of Influence

Circle of Concern Circle of Influence

The Challenge of Problem Solving

Supervisory Impediments

Lack of management supportSupervisors resist changeFail to keep officers focusedLack leadership skills

Leadership

The process of influencingactivities of an individual or a group to achieve results in a given situation.

Leadership Style

How people perceive youdetermines in part how they relateto you.

Influencing Your Leadership Style

Value systemConfidence in officersPersonal inclinationsRisk you can tolerate

Score LEAD Survey

Task-Oriented/Directing:High Task/Low Relationship

Identifies problemsSets goals and defines rolesDevelops action planControls decision makingProvides specific directionsAnnounces solutions and

decisions

Total Involvement/Coaching:High Task/High Relationship

Identifies problems and sets goalsRecognizes and praises progressExplains decisionsSolicits ideasMakes final decisionsContinues to directEvaluates work

Person-Oriented/Supporting:High Relationship/Low Task

Involves peopleLets person take leadProvides assurance, support,

etc.Shares responsibilityListens and facilitatesEvaluates work with the person

Passive Involvement/Delegating:Low Relationship/Low Task

Jointly defines problemCollaborates in setting goalsLets person develop action planAccepts person’s decisionsEvaluates performanceLets person take responsibility

Leadership Styles Vary According to:

Amount of directionAmount of support and

encouragementAmount of follower involvementThe follower’s level of ability

and willingness

So…What Kind of Leadership Behavior Describes Me?

Task-oriented (Directing)Total Involvement (Coaching)Person-oriented (Supporting)Passive Involvement

(Delegating)

The Consortium

For More Information

For more information, call:Andrew Morabito

PERF Training Coordinator202-833-3305

orCorina Sol Brito

PERF Management Representative202-466-7820

or visitwww.communitypolicing.org

orwww.policeforum.org