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Police and Society Chapter 6 Notes

by: Kimberly Notetaker

Police and Society Chapter 6 Notes JUST 2012

Marketplace > East Carolina University > Law and Legal Studies > JUST 2012 > Police and Society Chapter 6 Notes
Kimberly Notetaker
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About this Document

These notes cover the discussion in class covering Chapter 6
Police and Society
Keri Grimsley
Class Notes
Criminal Justice
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This 3 page Class Notes was uploaded by Kimberly Notetaker on Tuesday February 23, 2016. The Class Notes belongs to JUST 2012 at East Carolina University taught by Keri Grimsley in Spring 2016. Since its upload, it has received 37 views. For similar materials see Police and Society in Law and Legal Studies at East Carolina University.


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Date Created: 02/23/16
Police and Society Chapter 6  Organizational Change o New research shows a lot of ways on how to improve tactics o Using mathematical equations to forecast crime o The success of changing an organization depends on how well the organization can alter behavior patterns of its personnel  Is their resistance to the change  Resistance to Chance o What causes it  This is how things have always been done why are we going to change  Misunderstandings  What is the purpose  Not being clearly communicated  Balance of power  Changes and threats to autonomy  Overcoming resistance o Involve the people it is going to effect  The Madison Experience o One of the earliest transition efforts from traditional policing to a community-policing paradigm occurred in Madison, Wisconsin o Started in the early 1980s before research and evaluation o In response to internal issues (lack of communication between employees and upper management). Office of Advisory Council formed  12 peer selected employees  Gathered data and suggestions o Actually mattered what the 12 officers said o After the formation some key developments occurred  Another committee was created to represent the future of officers  Those who had at least 15 years of service remaining  Suggested teamwork in planning happen at all levels  Data-based problem solving  Need to listen to those looking at this  Administrators can’t dismiss it o This worked when I was in your shoes I don’t understand why it isn’t now, we’re keeping it the same  Customer service orientation  Policies to support productive employees  People need motivation  If someone going above and beyond receives the same as those getting by on the bare minimum then why would they keep going above and beyond?  Encourage risk taking and tolerance for mistakes (n regards to new ideas)  Manager is facilitator rather than commander  Going against the para-military idea o Whenever the Madison experience was implemented it was done with a proto-type  Only part of the organization  Waited to make sure it worked before the entire organization shifted o Kept adding sections  Made employee participation important  Management styles that were supportive  Implement community-oriented and problem oriented st  1 meeting with community leaders  2 ndmeeting all concerned citizens o Lessons learned  It is possible to implement participatory management in a police department  Decentralization contributed to the creation of the new management style  Managers saw the importance of breaking this up into sections before completely changing everything  Highly educated officers did better with the changes  The Chicago Experience o Attempted to change to a more community oriented type department o 6 elements  Instead of doing one section they did the entire department  Officers were to have permanent beat (area) assignments  So they would know the people and know what was unusual  The department was to have a strong commitment to training  Community was to play a significant role in the program  Policing was to be linked to the delivery of services  Analyzed crime o Results  These were not effective  Same problems tended to exist  Community meetings continued to decline  Officers and residents did not receive any refresher training  They were not kept up to date  lessons learned o Chicago used regular officers and supervisors in its prototype districts  We’re trying this new thing and you’re it, have fun o Madison used personnel who were interested in the program o Higher level of education is necessary- more likely to support the change o Each departments change came from different sources  Madison- internal change – employee participation  Chicago- external change- community partnerships  Innovation o The most important thing for successful innovation is really energetic motivation from the chief o Also the chief has to be able to motivate department personnel that these changes are going to be good and they will affect you personally in a positive way o Change can be very difficult and once it is implemented there is a growing period where they will find everything wrong with doing it the new way just because they are used to doing it the old way  They will act like it is a huge problem when it really isn’t o Very important to have public support  Compstat as a change process o Acronym for compare statistics o One of the early methods of using crime analysis in police work o Crime reduction program  Learning Organizations and R & D o In order to become a learning organization It is essential to create a research and development unit  Purpose is to be a researcher and be hired by a police department  They foster empirical research in the field and find the research and present it to administrators and make informed decisions based off the data  However, researchers have found that these research units are misused by police departments  They are underutilized and are often given other tasks that administrators feel are more of a priority o Updating department’s policy manual o Forecasting department budget


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