Full file at

Instructor’s Manual with Test Bank

to accompany

Supervision of Police Personnel

Seventh Edition

Nathan F. Iannone

Marvin D. Iannone

Jeff Bernstein

Prepared by

Prof. Mary Leckband, Ph.D.

Lt. Herbert Williams

Upper Saddle River, New Jersey

Columbus, Ohio

______

Copyright © 2009 by Pearson Education, Inc., Upper Saddle River, New Jersey07458.

Pearson Prentice Hall. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department.

Pearson Prentice Hall™ is a trademark of Pearson Education, Inc.

Pearson® is a registered trademark of Pearson plc

Prentice Hall® is a registered trademark of Pearson Education, Inc.

Instructors of classes using Iannone, Iannone, & Bernstein, Supervision of Police Personnel, 7th Ed,may reproduce material from the instructor’s manual for classroom use.

109 8 7 6 5 4 3 2 1

ISBN-13: 978-0-13-113162-0

ISBN-10:0-13-113162-1

Full file at

CONTENTS

Suggestions for Use of Instructor’s Manual5

IntroductionOrientation to Supervision6

Chapter 1 The Supervisor’s Role8

Chapter 2 The Supervisor’s Function in Organization, Administration, and Management 11

Chapter 3 Leadership, Supervision, and Command Presence16

Chapter 4 The Training Function: Problems and Approaches21

Chapter 5 The Instructional Process24

Chapter 6 Interpersonal Communications28

Chapter 7 Principles of Interviewing36

Chapter 8 Some Psychological Aspects of Supervision40

Chapter 9 Special Problems in Counseling and Remediation 44

Chapter 10Employee Dissatisfaction, Grievances, and Complaints49

Chapter 11 Discipline: Principles, Practices and Policies53

Chapter 12 Personnel Complaint Investigation Procedures and Techniques 59

Chapter 13 Personnel Evaluation Systems63

Chapter 14 Performance Rating Standards and Methods66

Chapter 15 Distribution and Deployment of Field Forces70

Chapter 16Tactical Deployment of Field Forces77

Chapter 17 Conference Leading84

TEST BANK

Chapter 190

Chapter 295

Chapter 3100

Chapter 4105

Chapter 5109

Chapter 6114

Chapter 7118

Chapter 8123

Chapter 9128

Chapter 10133

Chapter 11138

Chapter 12143

Chapter 13148

Chapter 14152

Chapter 15157

Chapter 16162

Chapter 17167

Test Bank Answer Key172

SUGGESTIONS FOR USE OF INSTRUCTOR’S MANUAL

This Instructor’s Manual is designed to be used for a typical three-credit college course. It can also be used very easily for courses of greater or lesser length, at the Instructor’s discretion. In fact, the entire Manual has been designed to give maximum discretion to you, the Instructor. Use it to guide your course as much as you need; let it support your own expertise, teaching techniques, and the unique needs of your class.

There are detailed lesson plans for every chapter. These are intended to help you tailor your lesson plans to the needs of each class. Each chapter also has a number of Assignments offered. This puts more tools in your toolkit, to help you get the best fit between the material and the student. There should be more here than you will need.

There is an extensive bank of test questions. They will tell you how well your students are learning the material, and how well you are teaching them. Use them as starting points for your own test questions, or use them as they are. They are expertly written and will withstand all appeals.

In all cases, we have tried to help you get your students fully engaged as active learners. This book is very practice-oriented. The lesson plans and test questions have likewise been developed to help students get their hands on the subject. With your skill as a teacher and as a leader, they will not only learn about Police Supervision; they will learn how to become Police Supervisors.

Mary Leckband

Herb Williams

COURSE INTRODUCTION: ORIENTATION TO SUPERVISION

Objectives

1.To acquaint students with course purposes

2. To familiarize students with rules, methods, and techniques to be followed in the course

3. To give students an overview of course content

Teaching Outline
  1. Students’ responsibilities, Instructor’s responsibilities
  2. How course will be conducted
  3. Why supervisory training is necessary

4. Course overview

Activities
Activity 1: Course Procedural Requirements

Materials Needed:1. Chalkboard/Whiteboard/Flip charts as desired

2. Chalk or erasable markers

  1. Other visual aids as desired

Introduction:1. Why understanding the rules of the school helps the student

2. How the class will be conducted

3. Discuss readings

4. Overview of course

Presentation:1. What students can expect from instructor

2. What is expected of students

(a) Assignments

(b) Classroom participation

(c) Exams/makeup policies

(d) Grading policies

3. Discuss features of the syllabus, text book, bibliography

  1. Method of presentation
  2. Instructor, students, introduce themselves, any information about themselves they want to share, briefly describe motivation for taking class

6. Motivation: Discuss why it is essential for supervisors to master principles and techniques of supervising people

  1. Improve personal effectiveness
  2. Improve organizational effectiveness
  3. Maintain high morale and reduce grievances
  4. Make job easier
  5. Increase capacity for promotion

7. Make transition into new position more comfortable

Assignment: 1. Collect any Activities from preceding chapter

2. Read next chapter

3. Be prepared to discuss Applied Knowledge Questions and Questions at end of chapter

4. Assign selected Activity(s) for this chapter or for next chapter as appropriate

Application:1. Have students discuss strictly supervisory tasks required of a police supervisor. Identify supervisory problems and successes they have seen or heard about.

CHAPTER 1: THE SUPERVISOR’S ROLE

Chapter Outline-Complete

The Supervisor’s Position

Technical and Supervisory Competence

Organizational Knowledge

Basic Supervisory Responsibilities

Summary

Review

Objectives:

1.To become acquainted with the supervisor’s role

  1. To gain an understanding of the basic responsibilities of the supervisor
  2. To become familiar with the supervisor’s objectives

Chapter Overview:

The line supervisor has the most important supervisory role in the police department. He

is the single greatest influence on organizational productivity, as well as worker

performance and morale. The position requires human relations skills, technical and

organizational knowledge, and managerial expertise.

Outline:1. The Supervisor as the critical team leader.

2. The supervisor as a human relations expert

3. Supervisory skill areas:

a. Technical competence

b. Supervisory and Management competence

c. Organizational knowledge

Activities

Activity 1: The pivotal organizational role of the Sergeant

Materials Needed:1. Chalkboard/Whiteboard/Flip charts as desired

2. Chalk or erasable markers

3. Other visual aids as desired

Assignment: 1. Collect any Activities from preceding chapter

2. Read next chapter

3. Be prepared to discuss Exercises and Questions at end of chapter

4. Assign selected Activity(s) for this chapter or for next chapter as appropriate

Review:1. Key points of preceding chapter

2. Discuss any Assignments from preceding chapter

Introduction:1. Point out how supervisors exercise such strong influence over their subordinates.

2. Have students give examples of how poor supervisory practices affect productivity, performance, and morale.

Presentation:1. Distinguish supervision from management.

2. List supervisory skill areas on a visual aid. Discuss how each is used.

3. Discuss the supervisor’s need for technical knowledge, and how much of that knowledge the supervisor needs in order to be effective.

  1. Discuss the importance of communication.
  2. Discuss the Basic Supervisory Responsibilities.

Review:Key points

Application:Discuss Exercises at end of chapter as time permits

Test:Have students answer questions at end of chapter, time permitting

Chapter 1 Assignments

Assignment #1: Some Organizational Basics

  1. Prepare a Table of Organization of your Department or simulate one.
  2. Show the various levels of hierarchy.
  3. Identify lines of authority.
  4. Identify staff positions.
  5. Show the span of control of:
  6. The Chief Executive
  7. A Division Commander
  8. A typical Lieutenant
  9. A Patrol Sergeant

Assignment #2: Some Basic Supervisory Responsibilities

Research three different police agencies: a municipal Police Department, a CountySheriff’s Department, and any third, different type of agency you choose. For each agency, list examples of each basic supervisory responsibility:

  • Planner
  • Personnel Officer
  • Trainer
  • Controller
  • Decision-maker and Communicator
  • Leader

Write a report in which you compare and contrast how the basic supervisory responsibilities are similar, and in what ways they are different. Analyze why this is so.

CHAPTER 2: THE SUPERVISOR’S FUNCTION IN ORGANIZATION, ADMINISTRATION, AND MANAGEMENT

Chapter Outline-Complete

The Supervisor’s Administrative Functions

Basic Organizational Structure

Division of Work

Unity of Command

Span of Control

Delegation

Personnel Development

The Exception Principle

Completed Staff Work

Summary

Review

Objectives

  1. To gain an understanding of the types of organizational structures and how they can be used to aid in the management process
  2. To become familiar with the supervisor’s administrative functions
  3. To become acquainted with the fundamental principles of organization, administration, and management
  4. To gain an appreciation of how the tenets of administration and management affect the supervisor

Chapter Overview

An organization is a structure through which people coordinate their efforts to accomplish common goals. The supervisor is responsible for leading their efforts to keep the work focused on the organization’s objectives. He accomplishes this through several administrative functions, including planning, directing, and controlling. Delegation is one of the supervisor’s most important tasks, which allows him more time to supervise while also increasing the worker’s capabilities.

Teaching Outline

  1. Administrative functions
  2. POSDCORB
  3. Types of plans
  4. Types of organizational structures
  5. Principles of organizations
  6. Types of plans
  7. Delegation

Activities

Activity 1: Supervisor’s Administrative Functions

Materials Needed:1. Chalkboard/Whiteboard/Flip charts as desired

2. Chalk or erasable markers

3. Other visual aids as needed

Assignment: 1. Collect any Activities from preceding chapter

2. Read next chapter

3. Be prepared to discuss Applied Knowledge Questions and Questions at end of chapter

4. Assign selected Activity(s) for this chapter or for next chapter as appropriate

Review:1. Key points of preceding chapter

2. Discuss any Assignments from preceding chapter

Introduction:1. Explain how the supervisor can do his job better with an understanding of the principles of organization, administration, and management

2. Discuss why planning is the first administrative function

Presentation:1. How can we define an organization

2. What are the administrative functions of management

a. Review POSDCORB

b. Have students give examples of each function

c. Discuss the planning function at each level of authority

d. Discuss the features of each type of plan, examples of each, and the level at which they are typically made:

(1) Policies

(2) Fiscal plans

(3) Procedural plans

(4) Tactical plans

(5) Operational plans

(6) Auxiliary services plans

Activity 2: Organizational Structure

Introduction: 1. Explain why a good organizational structure will perform poorly without good administration

a. Give examples of what happens when direction and control are absent

  1. Explain why leading, directing, and controlling people are most important at the line supervisor’s level

Presentation:1. Types of organizations (Visual aid) Lines of authority and responsibility

a. Have students distinguish various types on visual aid

b. Have students discuss advantages and disadvantages of each

2. Give the four bases of dividing work

a. Have students give examples of each

b. Describe how the principles of Specialization and Productivity are applied to the division of work

3. Discuss the application and purpose of Unity of Command

4. Span of Control

a. Have students describe the different limiting factors

Activity 3: Delegation

Introduction:1. Criticality of Delegation

a. Have students give examples of reasons for Delegation

(1) How is Delegation a form of training

b. Have students give examples of Failures of Delegation

c. Discuss the correct process

Application: 1. Display organizational charts from early part of lesson. Have students discuss correct spans at each level, and reasons for the span they selected. Have students give examples of the tasks that may be delegated at each level and assignment

2. Discuss Applied Knowledge Questions as time permits

Review:Key points

Application:Discuss Exercises at end of chapter as time permits

Test:Have students answer questions at end of chapter, time permitting

TEST BANK

This section provides a bank of test questions for each chapter. The test bank follows this format:

  • Multiple Choice
  • True or False
  • Short Answer

Test questions for the chapters are followed by the answer key. This will enable instructors to copy questions directly for test use.

Chapter One: The Supervisor’s Role

Multiple Choice Questions

  1. The process of directing and controlling people and things so that an organization’s objectives can be achieved is known as the ______process.
  2. Planning
  3. Management
  4. Delegating
  5. Leadership
  1. As part of the management process, ______refers to the act of overseeing people.
  2. Delegating
  3. Administration
  4. Planning
  5. Supervision
  1. A worker’s performance and morale are strongly influenced by the management of the supervisor due in part to:
  2. The close relationship between the two
  3. The strong influence the superior exercises upon the subordinate’s physical environment
  4. The strong influence the superior exercises upon the subordinate’s social environment
  5. All of the above
  1. Which of the following is not a level in the organization in which supervision takes place?
  2. Work level
  3. First-line level
  4. Middle management level
  5. Executive level
  1. In the law-enforcement community, first-level supervisors are of special importance because of the great need for:
  2. Planning
  3. Performance
  4. Teamwork
  5. Tradition
  1. People are responsible for production and the ______is responsible for people.
  2. Rules
  3. Supervisor
  4. Policies
  5. Administrator
  1. A supervisor must be good at handling people in order to be a successful ______.
  2. Team member
  3. Leader
  4. Officer
  5. Rule maker
  1. A good supervisor must do all of the following except:
  2. Develop the art of influencing others
  3. Coordinate efforts
  4. Demand obedience, respect, and loyalty
  5. Direct employees to proper goals
  1. In gaining confidence and respect of subordinates, the supervisor must:
  2. Exemplify their personal conduct that is demanded from their subordinates
  3. Clearly detail and communicate the conduct they expect from their subordinates
  4. Generate rules and regulations on the conduct they expect from their subordinates
  5. Set disciplinary principles for performance management on the conduct they expect from their subordinates
  1. A supervisor must be able to help to establish and achieve reasonable ______for their subordinates.
  2. Care
  3. Goals
  4. Charge
  5. Command
  1. The interests of management and the worker are:
  2. Identical
  3. Competing
  4. Conflicting
  5. Divergent
  1. In order for keeping up with his responsibilities for keeping his superiors informed through oral and written reports, the supervisor must keep himself informed through:
  2. Records
  3. Research
  4. Inspection
  5. All of the above
  1. Good supervisors should do all of the following except:
  2. marginal understanding of other scientific disciplines which have contributed to the science of leadership
  3. good working knowledge of the principle aspects of the job for which they are responsible
  4. keep themselves abreast of fundamental changes in practices, techniques, and procedures in order to be equipped to carry information to their subordinates from proper job performance
  5. gain good working knowledge of the principles of organization, administration, and management
  1. Organizational knowledge includes:
  2. Basic knowledge of the policies, rules, and objectives of the organization
  3. Understanding the legal ramification of his office and obligations for the acts of his subordinates
  4. Understanding of informal organizations within their department
  5. All of the above
  1. Supervisory responsibilities include all of the following except:
  2. Line worker
  3. Planning
  4. Trainer
  5. Controller
  1. Planning includes all of the following except:
  2. Inspecting work systems
  3. Delegation of work
  4. Conducting studies
  5. Analyzing data
  1. Supervisors who are ______obtain better results than those that show no positive relationship between productivity of the subordinate to job satisfaction and the type of supervision received.
  2. Production-centered
  3. Regulation-centered
  4. Employee-centered
  5. Performance-centered
  1. To be a successful trainer, a supervisor must develop all of the following skills through increased understanding of which of the following?
  2. Individual differences upon learning
  3. Psychological factors of learning
  4. The learning process
  5. All of the above
  1. One of the primary functions of the supervisor in which they often shape policy for the organization is known as:
  2. Controlling
  3. Comptrolling
  4. Decision-making
  5. Delegating
  1. A major responsibility of every supervisor is to provide ______for which they need to possess the traits of honorableness, courageousness, and vitality.
  2. Delegation
  3. Leadership
  4. Decision-making
  5. Planning

True or False

  1. The worker’s performance and morale are strongly influences by the supervision that he or she receives.
  2. A supervisor can be crippled by carrying democratic leadership too far with his subordinates.
  3. The supervisor derives his authority from the persons he or she supervises.
  4. When delegating routine tasks to subordinates, the expert supervisor will limit their authority and make them responsible for the final task.
  5. The common elements of supervision can be grouped under those activities that relate to the direction of people and their development, but not their control or interpersonal relationships.
  6. A successful supervisor is able to deal effectively with both the formal and informal organization.
  7. Effective supervisors control their subordinates properly.
  8. The timing of communication has little impact on employees and how they accept that communication.
  9. The manner in which the superior officer communicates with his subordinates has a vital bearing upon their interpersonal relations.
  10. A supervisor who is a good leader will always stand by his convictions in spite of adversity.

Short Answer

  1. Name and describe two areas in which the supervisor should have and apply organizational knowledge in order to be effective.
  1. Name and describe three areas of supervisory responsibility.

Chapter Two: The Supervisor’s Function in Organization, Administration, and Management