IBRARY chigan Stat: Jnivcrsity ABSTRACT AN EDUCATIONAL CURRICULUM FOR POLICE TRAINING BY Winston A. Gibson The researcher undertook this investigation to provide direction for improving police training and edu- cation. It was assumed that police training can be improved if the tasks of police personnel, at three levels of per- formance, can be identified and if capable training in performing these tasks can be provided. It was decided that it would be necessary not only to identify the three role levels and their tasks, but also to indicate curricula for the three role levels and the educational organizations that would provide them. This approach indicated four areas of investigation for the study: . Role levels Tasks of role levels Training for each role level Appropriate educational organizations. éwNH o In order to investigate these four areas, a first step was to find an instrument that would elicit the ap- prOpriate responses. After reviewing other studies in the field of police training, it was decided that two question- naires were needed. They contained a request for infor— mation and tasks to which two sample populations could respond. The task items of the questionnaires were general categories into which most police tasks could be included. Winston A. Gibson This information also was gained through the review of previous studies. The questionnaire was pre-tested with in-service police officers and former police officers on the campus of Michigan State University. The instrument was revised to include their recommendations. The next step was to select the sample populations to respond to the questionnaire items. The first sample population was to respond to the questionnaire titled "Police Tasks." This sample was drawn from the population of Michigan police departments which met the following criteria: 1. Served a city with a population of at least 25,000; 2. ,had a sworn manpower strength of not less than 50;and 3. had at least three sworn personnel at each of the three role levels. Eighteen departments in the state met these criteria. The training officer of each of the 18 departments selected nine individuals--three from each of the three role levels-- to take part in the study. This brought the total number of respondents to 162. Through a prior arrangement, the individual responsible for training in each department ac- cepted responsibility for administering the forms. The second group of respondents was comprised of the 18 training officers of the police departments selected and the law enforcement coordinators of the 31 two-year and four-year educational institutions in the state of Michigan that offer police training. This group contained ’0' a". . w .o‘l I... p0 ‘. .onl‘ OID‘ I u u.- .g. "“I- “on... 'x. . N‘ 4 I In .. .0 A! u '- Winston A. Gibson a total of 49 respondents. They were asked to respond to the questionnaire titled "Task Instruction." This instru- ment contained the same task items as the "Police Task" questionnaire. The "Police Task" form was to elicit information from in-service police personnel regarding their roles and the tasks performed. Three persons were selected from each of the three role levels of patrol, supervision and admin- istration. The "Task Instruction" form requested informa- tion from the police training instructors concerning sub- ject matter content for training in the tasks and the edu— cational organization most capable of providing the training. Findings The returns from the two groups were less than was anticipated or than would have been valid for suggesting anything more than a direction for improving police train- ing. There was a 50% response from police departments but only 42% were used in the study findings. From the group of instructional persons only 29% of the returns were used. The 60% concurrence for establishing role levels and tasks, as required by the research design, was adhered to in the ”Police Task" questionnaire. Such a restriction was found to be impossible in the case of the "Task Instruction" questionnaire. This was due to the subjectivity and variety of course titles and descriptions that respondents could use. The respondents indicated that there were only two Winston A. Gibson role levels of personnel for training rather than the three originally assumed to exist at the outset of this investi— gation. There was also some indication of the subject matter and educational organization for training at the two role levels. The police academy was indicated for training the patrol level and the four-year educational institution for training the management role level. AN EDUCATIONAL CURRICULUM FOR POLICE TRAINING BY . a“. Winston Afi Gibson A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1972 ,. 1 x. x) k‘.) “A as AC KNOWLEDGMENT S I would like to acknowledge my appreciation to the following people for their efforts in the development of this thesis: to my committee members, Drs. Samuel Moore, Clyde Campbell, Dale Alam and Mr. Myles Boylan; to my editor, Mrs. Eugenia Smith; to my typist, Mrs. Phyllis Groenewoud; and the many friends who have under- stood my preoccupation with the task. ii Chapter I. II. III. IV. TABLE OF CONTENTS INTRODUCTION . . . . . . . . . . . . The Problem . . . . . . . . . . . . Purpose of the Study . . . . . Overview . . . . . . . . . . . Definition of Terms . . . . . Summary . . . . . . . . . . . REVIEW OF LITERATURE . . . . . . . . The Police Role . . . . . . . . . . The Police Curriculum . . . . . . . Instructional Institutions . . . . . The Questionnaire . . . . . . . . . RESEARCH DESIGN . . . . . . . . . . Selection of Sample . . . . . . . . The Police Task Questionnaire . . . The Task Instruction Questionnaire . Analysis of Data . . . . . . . . . . REPORT OF F IND ING S O O O C O O O O 0 Returns of Data . . . . . . . . . . The Police Task Questionnaire . . . The Task Instruction Questionnaire . RECOMMENDATIONS AND CONCLUSIONS . . Conclusions . . . . . . . . . . . . Role and Task . . . . . . . . . . Curriculum and Instructional Level Recommendations . . . . . . . . . . Summary . . . . . . . . . . . . . . BIBL IOGMPHY O O O O O O O O O O O I O O I 0 iii Page 13 15 18 20 21 28 42 48 54 56 58 62 63 65 65 67 87 115 116 117 120 123 130 132 -—4 wr- m».- A. . yup Chapter APPENDICES APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E APPENDIX F APPENDIX G Michigan State University Criminal Justice Program . . . . . . . . . . . . . Michigan State University Student Planning Guides . . . . . . . . . . . . . Michigan Police Agencies: Personnel Ranks and Manpower Strength . . . . . . . Police Task Questionnaire . . . . . . . . Police Task Instruction Questionnaire . . Questionnaire Returns . . . . . . . . . . F-l Police Task Questionnaire Returns . . F-2 Police Task Instruction Questionnaire Returns 0 I O O O O O O O O I O O O 0 Michigan Schools Offering Criminal Justice Programs . . . . . . . . . . . . . . . . . iv Page 136 136 150 196 203 207 213 213 280 322 Table l. 2. 3. 5a. 5b. So. 5d. 5e. 5f. Sg. 5h. Si. 7a. LIST OF TABLES Individual Responses to Tasks by Role . . Departmental Consensus of Tasks . . . . . Comparison of Department Consensus and Individual Responses . . . . . . . . . . . Role Level Tasks . . . . . . . . . . . . . Curriculum and Police Science Curriculum and Police Science Curriculum and Police Science Curriculum and Police Science Curriculum and Police Science Curriculum and Police Science Curriculum and Police Science Curriculum and Police Science Curriculum and Police Science Institution Recommendations Coordinators . . . . . . . Institution Recommendations Coordinators . . . . . . . Institution Recommendations Coordinators . . . . . . . Institution Recommendations Coordinators . . . . . . . Institution Recommendations Coordinators . . . . . . . Institution Recommendations Coordinators . . . . . . . Institution Recommendations Coordinators . . . . . . . Institution Recommendations Coordinators . . . . . . . Institution Recommendations Coordinators . . . . . . . Summary Recommendation of Police Science Coordinators . Curriculum and Institution Recommendations of Police Training Officers . . . . . . . Page . 82 . 84 . 85 . 88 . 90 . 91 . 92 . 93 . 94 . 95 . 96 . 97 . 98 . 100 . 102 Table 7b. 7c. 7d. 7e. 7f. Curriculum and Institution Recommendations of Police Training Officers . . . . . . . Curriculum and Institution Recommendations of Police Training Officers . . . . . . . Curriculum and Institution Recommendations of Police Training Officers . . . . . . . Curriculum and Institution Recommendations of Police Training Officers . . . . . . . Curriculum and Institution Recommendations of Police Training Officers . . . . . . . Summary Recommendations of Police Training Officers 0 O O O O O O O O O O O O I O O 0 Comparison of Summary Recommendations of Police Science Coordinators and Police Training Officers . . . . . . . . . . . . vi Page 103 104 105 106 107 108 110 CHAPTER I INTRODUCTION There are approximately 420,000 sworn police of- ficers working for 40,000 different agencies in the United States. Almost one-third of these persons are employed by SS agencies in cities with a pOpulation of at least 250,000. The basic functions that these officers perform emanate from the organizational responsibility of the maintenance of order and the enforcement of laws. In order for the organ- ization to realize these responsibilities, in many instances it is necessary that the individual officer perform his function without direct supervision. The unsupervised ac- tivity and the concomitant discretion left to the individual officer has had its deleterious effect upon goal attainment for the police organization. An early writer in police administration reacted to this problem in the following manner: "Many incidents which have adversely affected the maintenance of law and order and law violation in the com- munity can be traced directly to the discretion or lack 1The President's Commission on Law Enforcement and the Administration of Justice, The Challenge of Crime in a Free Society (Washington, D. C.: U. S. Government Printing Office, 1967), PP. 91-123. thereof of police officers in their contacts with citizens." The use of discretionary power is at best a pre- carious undertaking. Its use is hazardous without know- ledge or appropriate training that is related to the speci- fic situation. If the police organization is to effectively realize its goals, police officers must be trained to use discretionary power wisely. Although there may not be a way to completely resolve this problem, adequate training can make it a less hazardous undertaking. A comment by James Q. Wilson further indicates the importance of the use of discretionary powers by the police officer. In sum the order maintenance function of the patrolman defines his role . . . which is unlike that of any other professional [and] can be described as one in which sub-professionals working alone, exercise wide discretion in matters of utmost importance (life and death, honor and dishonor) in an environment that is apprehensive and perhaps hostile.3 The training of the police officer becomes even more critical when one considers that most police officers are recruited from the lower socioeconomic classes. For 100 years, police officers have been recruited from the lowest social classes because the job has little to offer people capable of other work. The pay is poor; the hours long; the work is hazardous. As a result the cause and effect have been spiral. The job has low status in the community; consequently it attracts only the poorest of candidates. In turn, these men go out 2Leonhard F. Fuld, Police Administration (New York: G. P. Putnam’s Sons, 1909), pp. 90—91. 3James Q. Wilson, Varieties of Police Behavior (Cambridge, Mass: Harvard University Press, 1968), p. 30. 2 into the community and by their actions reinforce the poor image commonly held of the cop, flatfoot or fuzz. In most instances, these recruits have not had the benefit of an education beyond the high school level. This lack of higher education can hardly be viewed as complementary to the use of discretionary power. It can, however, be seen as detrimental to the attainment of the police agency's or— ganizational goals in this crucial area. The training of the police officer cannot be limited to improving the con- tact of the patrolman on the beat with the citizen. There are other roles to be filled that relate to the organiza- tional goals and objectives. All too frequently personnel within the police agency are viewed as possessing only one role.5 This is in direct contrast to the definition of role as defined by a number of scholars. Biddle and Thomas offer this general definition: Perhaps the most common definition is that role is the set of prescriptions defining what the behavior of a position member should be. . . . A careful review of the definitions reveals, however, that there is one nearly universal common denominator, namely that the concept pertains to the behavior of particular per- sons . In the context of this definition it is seen that 4Ed Cray, The Big Blue Line (New York: Coward 5Bruce J. Terris, "The Role of the Police," Annals of the American Academy:of Political and Social Science, Vol. 374 (November l967),67-68. 6Bruce J. Biddle and Edwin J. Thomas, RoleATheory: Concepts and Research (New York: John Wiley and Sons, Inc., 1966), p. 29. there are a number of roles in the police agency. Those persons who persist in viewing the role of all personnel as one of law enforcement and order maintenance are confusing the objectives of the police agency with the roles of its personnel. The police agency, as with any other organiza- tion, has a number of assigned roles that define the behav- ior of individuals within the organization. Each of these roles requires certain organizationally related functions or behavior of all personnel. The training of police per- sonnel, therefore, must attend to the needs of the several roles within the organization if it is to be of any value. Roles within an organization are defined in order to attain organizational objectives. The training of personnel to more adequately fill their role in the organization supports the organizational objectives. However, this training has always concentrated on a single role for police personnel and therefore has been derelict in supporting the organiza- tional objectives. For the most part, training has dealt with the organizational objectives rather than the func— tional role levels of patrol, supervision, and administration. Many training programs, especially those of the in- service type, tend to deal with programs of a short range and immediate nature. They have not dealt with the specific needs of the community or the clientele served.7 Training 7Herman Goldstein, "Police Policy Formulation: A PrOposal for Improving Police Performance," Michigan Law Review, Vol. 65 (April 1967), 1123-46. emphasis has been directed most often to the patrol force. Patrol within the police agency at best is only one level of role functions although the patrol force represents the largest number of personnel assigned at any one level of performance. The patrol force is also the level that has more frequent contact with citizens. Yet when one looks at a general curriculum for training at this level, there is a glaring lack of content geared toward enhancing these contacts. Criminal Law, Criminal Investigation, First Aid, Traffic Control, Firearms Training, Police Administration, and Interrogation are the general types of subjects to be found in these programs.8 This type of training is related to the organizational objectives of law enforcement and totally neglects the order maintenance or service function of the organization. It can be said that generally police training does not serve the several role level needs nor does it serve the total objectives of the organization. Only the objective of law enforcement is being approached by the present training effort. Order maintenance is related to the citizen-police relationship and cannot be taken lightly in regard to role performance. Police intimacy with the public in their role functioning generates two different attitudes about the 8Bernard Locke and Alexander B. Smith, "Police Who Go to College," The Ambivalent Force: Perspectives on the Police, Niederhoffer and Blumberg, eds (Waltham, Mass.: Ginn and Company, 1970). police from the public. One is a welcoming attitude for their protective efforts. The other is one of antagonism or resentfulness caused by their official interference into matters of a personal nature. These attitudes are exacer- bated by the manner in which the individual officer performs his duty. In spite of this overriding potential effect upon the organizational objective of order maintenance, police receive little, if any, training in their peacekeeping function.9 The subject matter content mentioned above at— tests to this statement. It is imperative that police training be upgraded at all levels to more effectively prepare personnel for role functioning. The maintenance of order and law enforcement must give due consideration to methods of gaining the support of the community served. ApprOpriate training for this function can go a long way toward alleviating some of the police community problems in present day society. Stephen P. Kennedy observes: We cannot continue to be satisfied with a trade school approach for police training. The police officer must be instructed in human relations, civil rights, consti- tutional guarantees. In short, he has to be prepared to assume his role as a social scientist in the community. 9President's Commission, op. cit., p. 93. 10Stephen P. Kennedy, Justice, a 1958 quote, U. S. Commission pn Civil Rights Report, Bk. 5 (Washington, D.~C.: U. S. Government Printing Office, 1961): P. 86. THE PROBLEM The problem which the author chose was to determine whether it is feasible to develop a training program for police that will: 1. Relate curricular content to three role levels of police performance: patrol, supervision, adminis- tration, and 2. Identify instructional organizations that can most appropriately provide specific portions of the cur- ricular content. The need for systematically examining and improving police training has been documented by the President's Commission on Law Enforcement and the Administration of Justice.11 The problem of personnel training in police operations was illuminated by Fosdick.12 Although police training is now enjoying a great deal of attention, there are still a number of areas that require more attention. The President of the Metropolitan Fund of Detroit stated, "Certainly there is no more important goal for our local community than the improvement of training and training facilities for our law enforcement officers," and recommended three approaches for attaining the desired goal of improved training and facilities. 1. Inventory of present police training programs and facilities. 11President's Commission, 0p. cit., p. 96. 12Raymond B. Fosdick, American Police System (New York: The Century Co., 1920), p. 20. 2. Identification of needs. 3. Definition of the specific problems involved in progressing from present programs and facilities to the realization of the model plan.13 In the improvement of training for police officers the problem can be succinctly stated as relating to the factors of role, curriculum, and the caliber of instruction. The problem of role is one of a failure on the part of police training to relate to the role levels within the organization. In the case of curriculum, Marvin Bressler describes this deficiency. A constituent element in all scientific, professional and management training and as such presumably directly instrumental in enhancing occupational competencies. In one sense general education is the most efficient form of educational training. Rapid change is hostile to narrow expertise and a curriculum that emphasizes breadth and flexibility may better equip students to meet unpredictable vocational demands.1 Bressler's statement could not have been more appropriate had he been referring directly to the education of police personnel. The police officer's responsibility is for the basic objectives of the organization. Over time these ob- jectives have resisted revision. It is assumed that these objectives will be pursued for the total citizenry of the 13International Association of Chiefs of Police, "Met Fund Initiates Training Study," The Police Chief, Vol. 32, No. 6 (August 1963), 22. 14Marvin Bressler, "Sociology and Collegiate General Education," The Uses of Sociology, Paul F. Lazardsfeld, et al., eds. (New York: Basic Books, 1967), p. 50. ' community; however, the community is a dynamic entity. A community, in most instances, is composed of numerous ethnic groups, economic conditions and influences that foster dif— ferent sets of responses to community life. Contact with this dynamic community requires tremendous flexibility on the part of the individual police officer. The limitations on the training of these minions of the law, as described earlier, can only lead to chaos and ineffectiveness. In the August 1970 issue of The Police Chief, six police admin- istrators gave their opinions as to the principal problem in police education and training. The consensus of these administrators was that traditional methods of training which relate to hardware and technology must give way to broader formal education that relates to people.15 Equally important is the caliber of instruction provided. Throughout the country there is a tendency on the part of policemen to believe that no one can more effectively teach police officers about police work than another police- man with practical experience. Bimstein discusses this bias in police training programs. The backgrounds of men chosen for this task are quite diverse although they all usually have the technical competence in the area for which they are preparing material. However, only a minute percentage of them have had formal training in educational methodology to prepare them prOperly for this task and insure that it complies with accepted principles of learning. 15International Association of Chiefs of Police, "The Number One Problem." The Police Chief, Vol. 37, No. 8 (August 1970), 15-17, 10 The instructors in these programs are men chosen for their experience and background in the subject material rather than for teaching competence. . . .16 This is in contradiction to others in the area of instruction such as Sheehan who see the requirements for the police instructor in a different light. The most significant qualification for a police instruc- tor . . . is his stand on the great issues of the day that relate to the police: poverty, housing, race, integration, and police community relations. Those defenders of the past practices who insist that nothing is wrong with the system should never be given an cp- portunity to teach policemen. There is much wrong with the present system, and horrendous things have gone on in the past. Someone who fails to understand the im- plications or refuses to admit, even to himself, that there is plenty of room for progress cannot possibly teach men to better the system and make it more effect- ive and acceptable of progressive social change.1 Sheehan sees this narrow thinking by some police trainers as a weakness in the training process. The police officer usually chosen for instructing personnel is a person whose only qualifications are his rank and/or his ability to transmit present departmental policies and practices. The problem of who should teach police officers is further com- plicated by the multiplicity of instructional organizations which provide police training and education. At present there are four separate instructional organizations providing this service. The first of these is the police academy which is usually an adjunct to the police department. 16 Donald Bimstein, "Improving Departmental Training Programs,” Police, Vol. 15, No. 5 (May-June, 1971). 17Robert Sheehan, "Police Education and Training," presented at the Tufts Assembly on Massachusetts Government, Tufts University, 1968. 11 Another academy type operation is performed by university or college extension services, in addition to some state and regional academies. These organizations usually offer courses in police skills or "nuts and bolts" type specialized, in-service technical programs. These colleges also offer an associate two-year degree. Two-year colleges have not resolved the dilemma of whether they should offer terminal programs or prepare the student to move to a four-year insti- tution to complete the baccalaureate degree. Finally there is the four-year college and university. Professional and graduate programs are offered by these organizations. All of the above mentioned institutions are capable of offering some segment of the police training program. It is assumed that none of them is capable of offering the total training necessary for a police officer, nor would it seem likely that they would be interested in providing the total program. For this reason it is necessary that some of the investiga- tion into police training give attention to the question of which organizational structure can most feasibly offer what part of the total police training program. After a survey of police training in 44 educational institutions offering the baccalaureate degree, Tracy ob- served: "If a poorly educated criminal justice system depends upon an inadequate educational system to improve it "18 what might be the eventual outcome? The survey revealed 18Charles A. Tracy, "Survey of Criminal Justice Subject-Matter Baccalaureate Programs," Journal of Criminal Law, Criminology and Police Science, Vol. 61, No. 4 (Dec- ember 1970), 576- 79. 12 that the police training programs of the institutions in- cluded in the survey had different names but their foci were similar. They all had a very strong criminal justice orientation and were lacking in the amount of time devoted to other areas pertinent to the police role. In general the programs offered exhibited the following titles and foci. Police Science: instructional activities directed towards the development of skills and knowledge associated with the enforcement, investigative, and preventive activities of municipal law enforcement agencies. Law Enforcement Programs: instructional activities dir- ected towards the development of skills and knowledge as- sociated with the enforcement, investigative and preventive activities of agencies involved in control or correctional activities at all levels of municipal, state and federal government. Criminology Programs: instructional activities directed towards the development of knowledge related to the overall study of crime and criminal behavior, but not necessarily oriented toward the fulfillment of vocational objectives. Criminal Justice Programs: instructional activities directed towards the development of knowledge related to the total process of administering criminal justice without specific emphasis being placed upon one particular component of the system. 13 The particular focus of programs led the author to recommend a more realistic balance between criminal justice, behav- ioral sciences and communications in police training. PURPOSE OF THE STUDY Present police training programs do not relate to the demands and needs of the personnel roles within the police organization. This argument is based upon the de- velOpment of police training programs presently operating in a number of educational organizations. The preceding section of this chapter related to the types of programs being offered. It would seem logical that there should be differences in the types of programs offered by these four types of educational institutions offering police programs. It is further argued that there are several identifiable role levels within the police agency. Finally, based upon the tasks performed at these different role levels, cur- ricular content that will improve role performance can be identified. If these three facets of the police training program can be developed for the state of Michigan, then the perform- ance of police officers in the state can positively affect the state's citizens. At the same time a model will have been developed which might be used for the entire country, 19Ibid. 14 thereby improving policing for all communities. OVERVIEW 'The present chapter has attempted to show the need for improved methods of police training and to present an alternative method for structuring police training programs. Defining role levels and identifying different educational institutions to offer portions of the police training pro- gram has been mentioned as a method whereby training might be improved. Chapter two deals with a review of pertinent literature in order to provide a greater understanding of some of the programs and studies involved in the develop- ment of police training programs. Chapter two also deals with other areas in which this study design will be invol- ved, including curriculum and questionnaire construction. In Chapter three the research design is described. The re- search design was develOped using information derived from persons who are actually involved in the police operation and the training of police personnel. Such an approach not only gives original information but also allows the reader to compare the thinking of these persons with that which is offered in the review of the literature. Chapter four presents the findings as reported by the samples used in the study. Police personnel and personnel from instruc- tional institutions comprise the sample of respondents. The conclusions drawn from the findings and recommendations 15 are included in Chapter five. Additional recommendations for future studies in the area of police training are also given in this chapter. DEF IN IT ION OF TERMS Education: as used in this study refers to any form or level of instruction geared toward providing skills and knowledge of performing a particular task. Instructional Institution or Organization: any organiza- tional form predicated upon the objective of providing education. Role Level: Organizational behavior which is similar, if not the same, within a particular organization although the organization members may have different titles. Patrol: a role level, the presence and observation in a particular area to detect and prevent acts of behavioral deviance in accordance with laws and regulatory measures. Search and Seizure: the act of legally searching persons and premises to gather evidence of illegal activities, and seizing of the person or evidence for presentation before an authorized body of inquiry or adjudication. Crime Scene Investigation: observation in a situation where a crime has been committed or is assumed to have been committed with the purpose of identifying, collecting, and .0; I. q .0.” an an . 5- ul— ‘ oo- . Mun. by. |-- \ “v . . . IJ' 16 preserving of evidence for presentation to an authorized body of inquiry into the commission of such crime. Traffic Control: Patrol specifically directed toward pedes- trian and vehicular traffic to insure their safe conduct and to act against violations. Arrest: the detention of violators, or assumed violators, for the express purpose of bringing them before a legally authorized body for adjudication of their actions. Testifying in Court: the act of giving oral information before a body authorized to inquire into the cause of a violation of law; the hearing may be civil or criminal but must relate to one's position as a police officer. Delinquency Control: patrol and other activities directly related to controlling the behavior of persons legally defined as juveniles. Advising Citizens: the giving of advice to citizens in criminal and non-criminal contacts relative to legal and other recourse available to resolve an issue. Training Other Personnel: the instruction of police per- sonnel to improve their performance and effectiveness in pursuing the objectives of the police organization. Supervising Other Police Personnel: the directing of police personnel in activities related to their performance of Lx'. 17 official duties. Report writing: preparation of reports by police officers to the police agency, as required by the department in given situations. Assigning Personnel: the deployment of personnel in order to most effectively meet the goals and responsibilities of the police organization. Supervising Detained Persons: the care and methods to be used in holding persons for violation or assumed violation of law. Transporting Prisoners: the act of conveying persons ac- cused of law violation to an authorized place for detention and/or processing as proscribed by law or departmental procedure. Planning work for Personnel and Units: overall planning for the staffing, deployment, supervision, research, etc. for present and future operations of a police agency or any of its organizational units. Budgeting Funds of Unit or Department: the efficient planning and distribution of departmental funds to most effectively and economically meet organizational objectives. Public or Communitprelations: training, programming, and implementing of methods to more effectively meet organizational l8 objectives in conjunction with the public at large or any of its segments. Coordinating Tasks of Units or Divisions: the bringing together of the tasks and activities of different segments of the police agency, or any of its subdivisions, to pro- duce more effective agency Operations. Regulating Licensed Businesses: patrol of licensed busi- ness places to effect compliance with legally proscribed measures and to take action when violations are observed. SUMMARY The education of police officers has been viewed in this chapter as a partial solution to many of the problems that exist between the police and the public. However, education without a particular emphasis in those areas that relate to the individual police officer's role function would be of little or no immediate benefit to organizational objectives. As has been documented in Chapters one and two, most police in-service programs do not relate to the roles of police officers. It is no small wonder that the police, who are interested in providing protection to the public, find themselves at odds with this same public which looks to the police for protection. The causes of this conflict are many but proper education of the police can go a long way in light of the average policeman's attitudes and 19 background. Smith and Pollack give some insight into this phenomenon. If police recruits as a group do not over-represent authoritarian types, it does not follow, however, that fully trained policemen, socialized into the police system, are equally neutral in regard to authoritarian attitudes. Does the process of training and indoctri- nation take this rather average group of young men and transform them into the popular stereotype of tough, imperious, night stick-wielding brutes? Are policemen, as distinguished from police recruits, more authori- tarian than the general population? As Neiderhoffer describes it, they are not, if one makes allowance for class background. They may very well be more authori- tarian than the population at large but are not more so than the social class, that is, upper working or lower middle, from which they are drawn. 0 There is a need to provide police with that type of training which will overcome some of the authoritarianism that is a part of their class background. In this way better rela- tionships with the public may be realized, especially since many police tasks relate to situations involving the public. While education of police has been pursued for quite some time, it is argued here that the training has not related to the needs of the several roles in the police agency in content or instructional level. 20Alexander B. Smith and Harriet Pollack, Crime and Justice in a Mass Society (Waltham, Mass.: Xerox College Publishing, 1972), p. 110. CHAPTER II REVIEW OF LITERATURE In order to be of any significant value to this study, the review of the literature must relate to the several areas under consideration. As already stated, the initial problem to be reviewed is one concerning role. A number of studies in different police agencies have been attempted in order to identify the role of the police officer. This chapter will present some of these studies. Once the role of police personnel has been investigated the content of the curriculum and its relevance to the police role will be examined. The next section of this chapter discusses the purposes and goals of instructional institutions in an at- tempt to identify specific educational organizations for presentation of specific parts of the police curriculum. These three topic areas, role, curriculum and educational institution, serve to survey the thinking on the issues with which this study is concerned. There was, however, an additional area that required exposition. This area related to the use and construction of questionnaires. In- formation about the final area is included to support the use of such an instrument in the collection of original data used in this study. These data furnish current 20 21 information for comparison with that derived from the review of the literature. Based upon this order of procedure, the review of literature chapter covers the following topic areas: 1. The police role 2. The police curriculum 3. Instructional organizations 4. The questionnaire. THE POLICE ROLE In this topic area an attempt was made to avoid the confusion of role identification for police officers. The achievement of this goal depended upon approaching the concept of role from a singular point of view, that is, how police are received by the community. This involved a number of considerations, as was true when examining the role related to how police affect crime in their community. Further, the position of police as "defenders of the status quo" is of little value in indicating training needs for performance at role levels. In this study, role was viewed as relating to the organizational behavior of individuals assigned to different organizational functions. These different organizational functions, as pointed out earlier, related to the levels of patrol, supervision, and admin- istration. When one knows what is required of these dif- ferent role levels, it becomes much easier to make decisions related to what a policeman should be trained to do. In attempting to identify the activities of 22 policemen, Green and others identified 32 specific activi— ties in a report to the New Jersey Police Training Commis- sion.21 This report was based upon community attitudes to- ward the importance of police activities. It is valuable to the present study in that it attempted to establish a role for police officers. It might be noted that the listing includes, as do many such lists, the activities of the patrol level. The 32 items generated from this study were: 1. Control Traffic 17. Family Disputes 2. Stop and Question 18. Guard Visitors PrOperty 3. Issue Traffic Tickets 19. Rescue Lost Persons 4. Interview Victims and 20. Help Pe0ple Who Have Witnesses Lost Keys 5. First Aid 21. Advise, Warn, or Arrest 6. Search Crime Scenes Youngsters 7. Inspect Places 22. Crowd Control 8. Arrest 23. Assist Motorists 9. Good Relations in 24. Drunks and Alcoholics Community 25. School Crossings 10. Testify 26. Make Written Reports 11. Give Directions 27. Pick Up Stray Dogs 12. Search and Question 28. Check Business Licenses Prisoners 29. Refer Citizen Complaints l3. Escort Parades 30. Public Nuisances 14. Preserve Evidence 31. Election Day 15. Mentally Disturbed 32. Recover Property Persons 16. Give Information This listing indicates a number of duplications from the point of view of the police operation. However, the majority of items are definitive tasks performed by police officers. As an example, it would be perfectly reasonable to include 21Ralph Green, et al., Law Enforcement Training Project-Survey of Community Expectation of Police SerV1ce: A Pilot Study:-First Report, New Jersey Police Training Commission (January, 1969), pp. 16- 17. - luv“ flnl‘ .0 'V ' nua- 0-... >“. 23 items listed above as 3, 13, 22, 23 and 25 under item 1, Control Traffic. This would reduce the number of items from 32 to 26. There was no attempt to reduce the number of items on a listing to their lowest number for any of the listings presented. Due to the listing of tasks on the question- naires used in the present study it was deemed necessary to bring the reader's attention to the problem of duplication. A similar listing of police tasks, but fewer in number, was derived in a study by Grammage.22 l. Patrols Assigned Beat or Post 2. Advises, Directs and Gives Information to the General Public 3. Enforces State Laws, City and County Ordinances 4. Makes Arrests and Searches 5. Investigates Citizen Complaints 6. Makes Preliminary Investigation of Major Crimes 7. Interrogates and Interviews Victims, Complainants, Witnesses and Suspects 8. Makes Necessary Reports and Records 9. Safeguards Property 10. Collects, Preserves and Safeguards Evidence 11. Testifies in Court 12. Regulates and Controls Traffic 13. Cooperates with Other Police Units and Allied Agencies 14. Operates and Cares for Departmental and Personal Equipment 15. Performs Miscellaneous Duties and Provides Services 16. Maintains a Professional Attitude. Again, this list relates only to the role level of patrol. The emphasis on tasks of the patrol role level is not peculiar to these two studies. Most of the listings viewed for this study had a focus on the role of patrol. 22Allen Z. Grammage, Police Training in the United States (Springfield, 111.: Charles C.‘Thomas Publishing Co., I963), pp. 157-62. 24 The studies by the two preceding authors represent information gathered from police and other citizens. Another method used in gathering information about tasks of a given police role is through the study of called-for services. Called-for services are requests for police service. Called— for services are the least reliable source of identifying the tasks of the role levels within the police agency due to the nature of police responsibilities. The act of pre- venting crime, a primary police responsibility, may not find its way into the reports made and calls responded to by the police. The same can be said of the police task of advising citizens, public relations, and other police activities. Skelly wrote the following after analyzing the job of patrolman. . . . the foot patrolman rarely makes notations about the legitimate but minor jobs that he performs, i.e., the visits to business premises, the door glass checks, the advice and directions given to citizens in distress, the information given to other members of the depart- ment or the members of other agencies, the settling of minor disputes on his post, the official reports that he prepares, etc. unless he is worried about the pres— ence of a shoo fly.23 Skelly's thesis also indicated that in a six-month period in a New York City precinct 85% of the patrolman's time was spent on preventive patrol. Only 15% of his time was spent for services of the called-for services types. Thirty per cent of the called-for services were associated with crime, 23John F. Skelly, "Portrait of a Precinct," Unpub- lished Master's Thesis, John Jay College of Criminal Justice, The City University of New York, January, 1969, p. 115. 25 while 70% were concerned with non-criminal activities. From a behavioral standpoint it is well to investi- gate the psychological requisites that must be present in the police officer when performing his tasks. In a study for the Chicago Police Department Baehr and others listed 19 behavioral chararacteristics necessary for the police role in order to successfully do the police job.24 This listing included the following traits: 1. \IO‘U'Ib 00.0 10. 11. 12. 13. 14. 15. 16. The ability to react instantly after long periods of monotony. The ability to exhibit initiative, to use judgment and imagination in problem solving, in other words, to exhibit "street sense." The ability to know the patrol area, to know the normal routine events as well as the unusual behavior patterns of its residents. The ability to make the right decisions quickly. The ability to demonstrate mature judgment. The ability to judge out of the ordinary situations. Good psychomotor skills, e.g., ability to drive a vehicle, fire a weapon, and handle himself physi- cally. The ability to act "effectively" in extremely di- vergent interpersonal situations. In other words, the ability to deal with people. The ability to endure physical and verbal abuse. The ability to exhibit a professional and self— confident manner. The ability to restore equilibrium to social groups that is, the ability to restore order from disorder. The ability to skillfully question participants of, as well as witnesses to, a crime or accident. The ability to take charge of situations, particularly emergency situations such as a crime or accident. The ability to tolerate stress in many forms. The ability to remain objective. The ability to maintain a balanced perspective even though being constantly exposed to the worst in human behavior. 24Melany E. Baehr, et al., Psychological Assessment of Patrolman Qualifications in Relation to Field Performance (Washington, D. C.: Superintendent of Documents, November 5, 1968). PP. 7-11. “- A- 'I- I b. 26 17. The ability to work under loose supervision. 18. The ability to exhibit courage. 19. The ability to maintain the highest integrity. The majority of the traits listed by Baehr do not lend themselves to specific subject-matter content. They are mostly traits that should be identified in the selection process as being potentials which the applicant shows he or she can develop. Other skills in this listing are ones that can only be gained on the job. Still there are some that can be the subject of training. Training effective- ness, rather than specific subject matter, may enhance some of these traits but will not in and of themselves produce them. While the consideration of psychological traits is necessary in the training of police personnel, it should not be assumed that they are solely dependent upon the training process. The initial selection and on-the-job evaluation also are important to the process of developing better police officers, but the present study was designed to improve the formal training process. Therefore, the problems of selection and on-the-job evaluation are the responsibility of another type of study. The psychological process, as it relates to attitudes, can be a function of the training process. This is true not only in relation to the training methodology but also in relation to the training environment. The atmosphere and interactions that exist in the training academy are quite different from those that exist on a college campus. Diverse opinions and interests will be optimal in the college setting, in “‘0 ~.. 27 contrast to the more narrow views of the police academy. A final look at the problem of role definition was made from the observations of Getzel and Guba. Their ob- servations indicate that the problem of role identification is also a problem of specifying the level of generality at which the observer chooses to operate.25 Role is either perceived as situational or status centered. In the pres— ent study role is perceived as being situation centered. In order to designate a curriculum for police training, the situation in which the police officer is functioning must be identified. Once the situation and the tasks related to it are identified, training skills can be provided to im- prove role performance. It is for this purpose that the different levels of performance within the police organization ‘were included in the research design for this study. Reac- tions to the numerous police functions are different for the several role levels of the police. The responsibility of patrol during a demonstration is different from that of either supervision or administration at the scene. Each must be prepared to function in his role as the situation dictates. All levels will have a function and in most in- stances these roles will require different behavior. A status centered approach, while operative in the situation, is not subject to training for improved performance. Rank 25J. W. Getzel and E. G. Guba, "The Structure of Roles and Role Conflict in the Teaching Situation," Journal of Educational Sociology, Vol. 29, No. 30 (1955), 30-40, OM 28 or other organizational ordering of personnel, rather than ability, are the determinants of who does what in a status oriented structure. A rigid status structure can be detri- mental to performance in an emergency situation where im— mediate action is required at the lowest level. THE POL ICE CURRICULUM In 1965 the General Assembly of the state of Illinois passed the "Illinois Training Act." The bill was a recogni— tion of responsibility in the training of local law enforce— ment officers. The bill provides for a l6-man board to develop and administer a law enforcement program. It also provides for the certification and selection of schools within the state to provide training. Since its inception the board has been composed of law enforcement officers and local government officials. A fund has been established which provides for the reimbursement of 50% of training costs for officers of participating units, up to a maximum of $500.26 Originally, the training act only provided for the training of police recruits. This was amended in 1967 to include advanced, in-service, and specialized training. Between July 1, 1966 and December 31, 1970, 472 officers were trained under the act. The topics covered in the 26Don R. Derning, 1970 Annual_Re ort (Springfield, Ill.: The Illinois Local Government Law En orcement Of- ficers Training Board, 1971). 29 recruit course are grouped under five general headings with the following training time. I. Administration 20 hours II. Police Practices and Procedures 123 hours III. Legal Subjects 58 hours IV. Human Behavior 22 hours V. Program Administration 17 hours The total hours of training in this program amount to 240. It is assumed by the board that such training requires 400 hours, with time devoted to training in the classroom and on the job. There is also an allowance in the training act for advanced and specialized training for police officers. The following t0pics are included in the advanced training program- I. Advanced Training Basic (Intermediate) 160 hours II. In-Service Refresher 30 hours III. Supervision 80 hours IV. Management-Command Level 80 hours V. Executive DeveloPment 80 hours Within these categories one can see the training needs for role levels other than patrol. Training for the members of the role levels of supervision and administration are included under the advanced training act. The Illinois Training Act recognizes four levels of personnel in its training program: recruits, patrol, supervision and admin- istration.27 The present study dealt with only three levels of personnel roles: patrol, supervision and admin— istration because of the similarity of the training and performance expected of the recruit and patrol levels. 27Ibid., pp. 9-11. 30 Both the recruit and the patrol levels ultimately perform the same functions. The recommended specialized training relates to staff and in—depth patrol functions, in contrast to being something for all personnel. These specialized training programs offer training for instructors in juvenile work, evidence collection, etc. All of these specialties are related to particular technical functions of a very few of the total police personnel population. It would, there- fore, be inappropriate to include them specifically for any one role level. The previous statement is generally true, although some degree of skill in these areas is necessary and is provided in the training of the recruit and patrol levels. For the specialized programs 40 to 160 hours is the recommended time allotment for these courses. Such a lengthy program would be prohibitive in cost, not to mention tinle, for all personnel or for any one role level. At Ez't‘esent most departments thoroughly train a few men in these specialized areas. The Fifty-first Legislative Assembly of the State of Oregon also created an act to support the training of E><>lice officers in that state. This act was passed in August of 196128 and, as with the Illinois Act, a board was Q1‘eated and standards and compensation were set. This board, the Advisory Board on Police Standards and Training, has no \. 28Advisory Board on Police Standards and Training, Mal Report 1963 (Salem, Oregon: State of Oregon, 1963) . 31 mandatory powers and only recommends procedures for police selection and training. In 1963 there were 15 Regional Police Officers Training Schools throughout the state, of- fering six classes which totaled 18 hours. The training school's curriculum lists 34 courses that may be offered by the schools. All of the courses are in basic police opera- tions and relate to only the patrol and supervision role levels. The greatest number of hours devoted to any one area is firearms training for 16 hours. Another typical course in the curriculum is first-aid for ten hours. It can be readily observed that the emphasis of tile Oregon program is directed toward the patrol effort. tPhere is little emphasis on the type of curricula which Would be of value to either supervision or administration in performing at their role levels. This approach is under- standable when one considers the limited pOpulation of the $31:£1te and that the board has been operating only a short t:ijne. In comparison with the lack of such interest evident lel- other states, Oregon is progressive for that point in tlenne. In the 1965-66 academic year, Portland State College E‘Ildi Southern Oregon College were authorized to implement a <=€Elrtificate program for the following year. The proposed Iplttograms were ultimately located in the social sciences QOllege and had the following characteristics: 1. Provision of a broad general education with empha- sis upon the behavioral sciences, particularly psychology, sociology, and political science. 2. Professional law enforcement courses limited to 21 . .3. a, ‘ "C’Qd - . ‘Vh. ' n.‘ I .1. ”Ah. ‘ \ “tn- I‘.’ 071 32 credits spread over the full four years of college study. 3. Exclusion of technical police instruction on the theory that such specialized study could best be offered by either in-service professional programs or vocationally-oriented programs within the Oregon State Community College System.29 In this program we see a trend toward the differen— tiation of the role of instructional institutions in provid- ing training for police officers. More specifically, the program is designed to take the police training effort away frnam the strictly technical approach to the four-year level. .At: this level, education for police takes on an emphasis that is more suitable to providing skills for relating to Peeple. It is in keeping with other police training pro- EIITEHns that the above state boards recommended courses that ar e primarily concerned with the recruit and patrol levels. ”1(3531: training programs take their courses from what has been offered by police academies. This similarity between state recommended programs and police academy programs can be ob served in the training provided by the New York City and he‘Izzroit police departments. A police training and performance study conducted jL‘nl 1970 recommended the following curriculum for New York (:1i.1:y police recruits. The training cycle is divided into \ I3 29Charles A. Tracy, "Law Enforcement Baccalaureate (almcation in Southern Oregon," Police, Vol. 15, No. 6 July-August, 1971), 39-4 . ""—" 33 five phases. Phase I--Four weeks, 150 hours, during which time the recruit wears plain clothes and is prepared to achieve professionalization in Phase II. The recruit is tested in speech, reading and written English to measure present skills and remedial needs. This process takes five hours and is designated course "A," course "B" concentrates on individual and Interpersonal Human Skills. This course covers 59 hours. Course "C" is a 20 hour law unit called Introduction to Criminal Justice. Course "D" is 20 hours of selected aspects of the New York Penal Law. The New York City police department func- tions and structure is course "E" and consumes ten hours. Thirty-six hours are committed to physical con- ditioning, under course "F." Phase II--is made up of seven courses offering 300 hours in the areas of police science, behavioral and social sciences as applied to law enforcement, criminalistics, physical training and police techniques, firearms train- ing and basic patrol experience. Phase III--is 80 hours of field experience as a proba- tionary patrolman under the supervision of group leaders and escort officers. Phase IV——deals with training evaluation and decision making for 120 hours. The six courses in this unit are, the moral imperative and ethics, human behavior and civil rights, individualized interaction with field situations through dramatization, discussion seminar and self critique of training and field experience, review of combat firing, and review of unarmed defense techniques. Phase V--is an orientation program of 40 hours to the permanent command situation. In this phase the recruit are again assigned t3 the group leaders and escort ofe ficers in the field. 0 Additional training is provided through in-service training for the new patrolmen and other personnel. These in-service programs are geared for middle management and executives, as 30George P. McManus, et al., Police Training and Performance Study_(Washington, D. C.: U. S. Government Printing OffIce, September, 1970). .(‘C‘ ’0‘ .N“ pad I at" .- Ito-b: 1 O... f v noul \ II: ' -' i :- h a. .6. t1 ‘. 34 well as for the patrolmen and recruits. Middle management training consists of 69 hours of management theory and prac- tice, communications in management, administrative analysis, decision making, politics and the police, getting work done, police and the community, and general. This middle manage- ment course is offered to pre-promotion lieutenants. There is also a management course of 68 seminar hours for adminis- trative lieutenants. The New York Police Department is in the process of developing a management development course as an addition to its in-service efforts. A recommendation that came out of the New York study was that an educational requirement of preparation at the college level be mandatory for promotion to a higher rank. All ranks above patrolman would require that candidates have two years or 64 credits of college training by 1976, and four years or a baccalaureate degree by 1979.31 The recommendations and curriculum for police which emerged from the McManus study indicate a number of forward steps in improving police training. A major department such as New York can afford to hire competent staff to handle a number of curriculum areas. However, such an ambitious pro- gram would be virtually impossible for the average police department. To date, few of the average departments have been able to provide even the most rudimentary training of personnel. They have had to depend upon other large Bllbid. ..ua Dov-a- — ’I0' 5 u - a a In I m", u.. tn. . h..- ‘ l 35 departments, continuing education programs and two-year college programs. Even the City of New York would have to go outside of the department to meet college criteria for promotion, if the recommendation from the study were to be implemented. This study only adds additional support to the present studies that attempt to establish portions of the police training curriculum in different educational institutions. The Detroit Police Academy offers a recruit training curriculum that involves 800 hours of training. In this program there are 11 separate categories. 1. Administration Section-—Includes areas such as orientation, uniform fitting and general familiar— ization with the program and the department. 2. Legal Section--Laws, ordinances, legal requirements, report writing, rules and regulations, firearms and crowd control, the courts, and first-aid are in- cluded under this category. 3. Investigation Section--A general exposure to the area of criminal investigation. 4. General Police Section--Police history, philosophy, civil disorders, notetaking, firearms training, patrol techniques, communications, and physical fitness. 5. Traffic Section--Accident investigation, enforce- ment, traffic laws, and departmental procedure. 6. Human Relations--Police behavior, ethics, public contact, state and regional social services, state and local government, sociology and race relations. 7. External Relations Section--Federal jurisdiction and Michigan corrections system. 8. Spellinge-five and one-half hours of remedial work. 9. Public Speakinge-fourteen and one-half hours. 36 10. Precinct Patrol--20 hours. 11. Specialized Unit Assignments--l60 hours.32 As in most police agencies, this is the general knowledge that is thought to be most beneficial for new police officers. However, since the police officer spends the majority of his time dealing with peeple and their problems, a greater emphasis than that which is indicated here would seem to be more advantageous to the police of- ficer. The recruit is the future patrolman and the patrol level is more intimately involved with people than any other role level. Training in relating to people, therefore, is of the utmost importance to the patrolman. In most instances it would be necessary to go outside the police department to acquire adequate training in areas related to police and the public. Until recently police agencies have been un- willing to do this. In the past few years, the press for professional status has seen a breaking down of the provin- cial view of police training. This new attitude has been the impetus for the increasing number of police programs in the traditional educational institutions. In meeting this need for the training of police officers at institutions other than the police academy, typical programs of a two— year and four-year institution are presented below. These programs can be used to compare their offerings with those 32Detroit Police Department, Recruit Curriculum, Unpublished and undated schedule of the Detroit, Michigan Police Department. 37 of the police academies. The Lansing, Michigan Community College offers a law enforcement program that leads to an associate degree upon completion of 101 credit hours. The content of the 33 law enforcement curriculum is listed below. FRESHMAN YEAR Fall Term LE 101 Introduction to Law Enforcement and 5 credits Criminal Justice Eng 121 Freshman English 4 PE 110 or 111 Physical Education 2 SS 101 Social Science I _4_ Total 15 credits Winter Term LE 102 Police Organization and Administration 5 credits Eng 122 Freshman English 4 Typewriting 3 SS 102 Social Science II _4_ Total 16 credits Spring Term LE 103 Theory of Patrol 5 credits Eng 123 Freshman English 4 PE Physical Education 1 SS 103 Social Science III 4 Total 14 credits SOPHOMORE YEAR Fall Term LE 201 Introduction to Criminal Investigation 5 credits Bus 210 Principles of Accounting I (or approved elective) 4 33Lansing Community College, Prospectivegtudent Information, 1970-72, Catalog No. 11 (September 1970), Lansing, Michigan. Sph 104 SS 220 38 Winter Term LE 202 Bus 211 Psy 201 NS 102 Fundamental of Speech 3 credits Juvenile Delinquency 3 Total 15 credits Criminal Law and Procedure 5 credits Principles of Accounting II (or approved elective) 4 Introduction to Psychology 4 Chemistry-Physics _41_ Spring Term LE 203 LE 204 Bus 212 PE Total 17 credits Crime Prevention 5 credits Highway Traffic Administration 5 Principles of Accounting III (or approved elective) 4 Physical Education -;L_ Total 15 credits The approved electives are to be used in place of the ac- counting courses and must have the approval of the Law Enforcement Coordinator of the college. The recommended electives are drawn from the following courses. LE 205 LE 206 LE 246 Students Legal and Criminal Behavior 3 credits Police Interviewing and Interrogation 3 Law Enforcement Internship 3 who are intending to transfer to the four-year program at Michigan State University are advised to select their electives from the following courses. NS 101 NS 103 Hum 201 Botany—Zoology Hum 202 Western Civilization Astronomy-Geology Hum 203 Western Civilization Western Civilization Lansing Community College also offers a 38-credit certificate program for in-service police officers.34 The following is a listing of the curriculum for this program. 34Ibid. .. ’ .va a.- .- D ‘ .I- ny- OI- ', an“ I '. fiv; ” ‘q. r l a" .n " I .- I- " AA \\ I' , In - it o a. n ‘1 nu an n. .1 -'—p In'... . . u n... u u Hovv ’4. '1- ‘u to. 39 LE 101 Introduction to Law Enforcement 5 credits LE 102 Police Organization and Administration 5 LE 103 Theory of Patrol 5 LE 201 Introduction to Criminal Investigation 5 LE 202 Criminal Law and Procedure 5 LE 203 Crime Prevention 5 SS 220 Juvenile Delinquency 3 LE 204 Traffic Law and Accident Investigation 5 Total 38 credits The same electives and approvals necessary in the associate degree program are a part of the certificate program of- fered at Lansing Community College. The certificate program is similar to the training Programs offered in police academies. This type of program is feasible since there is a large number of small police agencies in the state. These smaller agencies would not 1151‘762 the opportunity to provide training for their officers 6“: £111 were it not for the state's community college programs. UPC) a: limited degree the Michigan State Police and some of the larger departments in the state provide training for 8r“a-ller departments. There is a very definite need, how— ever, for the training offered by the community colleges. The greatest drawback to programs such as the Lansing Com- Ir“allity College certificate proqram is the absence of cur- )? ‘ . . . . . ‘nk‘EWalar content that prov1des sk1lls 1n working w1th peOple. J:‘:' ,is narrowly constructed in a similar manner to the academy I)TTOgrams so that it provides training only in the technical 8 . l‘ii.ll areas of the police operation. The Lan51ng program and other similar programs do meet the minimum requirements Qf the Michigan Law Enforcement Officers Training Council (MLEOTC) . This is the body that is legislatively approved 40 to set standards for the training of Michigan law enforce- uent officers. On the basis of the studies previously cited, mmm.a drawback in the Michigan training program is a deter- rent to improved police training, especially when it is not cwercome in the minimum standards of MLEOTC. The School of Criminal Justice at Michigan State University offers professional education to students in- terested in the area of criminal justice. This four-year program more adequately relates to the problem of the police officer and his public contacts than does the two- §reea1r program.35 The program is designed to offer a broad gyeeraeral education while also presenting a strong emphasis jar: law enforcement, security administration, and correc- t:jL<>nal administration. Programs in criminalistics, delin- QIlllancy prevention and highway traffic administration are a1 80 available to students of the school (see Appendix A). In addition to the undergraduate program, the school also o:Efers a master's and doctoral program in criminal justice. Each undergraduate student is required to complete a. ‘JJaiversity core of 45 credits, a social science cognate of 40 credits, a criminal justice core of 32 credits, and a Criminal justice area of interest of 28 credits. There are also 35 credits of electives to be used in any college (>15 ‘the University other than the School of Criminal Justice, \ 35Michigan State University, University Catalog ¥9\7, Vol. 64, No. 6 (December 1969), PP- 23243- u- 1 . 2 —v d4 . .m- ...- v no a i 'V i :- . n .1 u —: l... 41 which is in the College of Social Science. Each interest area of the school has a recommended course schedule for its students. These schedules present course choices in the area of interest, the social science cognate and the electives (see Appendix B). The program at the university level seems to be the only police training program that offers significant training for police in order to prepare them for their area Of maximum operation, that is, contact with the public. It would seem that training in this needed area would be more readily accessible in all of the educational institutions £31rc>viding training for police officers. Since such train- ing for the police is only offered at the university level, and it has such a tremendous impact upon the police organ- izational goals, another look should be taken at the train- ing of all levels of police roles. An alternative to a College education for recruits could be an academy or com- m‘J‘I‘Aity college certificate program with greater emphasis on a broad general education. There must also be the oppor— t‘~11='1:i.ty for greater contact with the broader social milieu in the training program. The narrowness of the police academy social interaction could minimize the effectiveness of such training. 42 INSTRUCTIONAL INSTITUTIONS The curriculum of the four types of instructional Organizations are indicative of how each institution views the purpose of police training. The police academy provides training for recruits and in—service police officers, and is geared toward specialized police subjects. These spe- cialized police subjects provide the basic necessary know— ledge of the police enforcement obligation. These subjects are by present academy standards assumed to be sufficient 36 f<>13 ‘the working police officer. It is not until one ‘r‘aiicihes the community college or junior college level that (3113?. significant departure from this purpose is seen. The Annual Bulletin of the Gogebic Community College lists the following purposes for that institution. 1. The first function involves programs for students who wish to transfer to other collegiate institu- tions. This function comprises the traditional pre-professional and/or baccalaureate programs. 2. The second function involves programs and courses for terminal students who are planning to go im- mediately into employment upon completion of their work at college. These are structured programs which generally lead to a diploma or certificate of completion. 3. The third function involves concern for those stu- dents who wish to pursue any courses beneficial to them on a non-structured basis. This is a general education function for students who take regular transfer courses, terminal courses, and/or special courses designed to satisfy the needs of both the individual and the community. 36Derning, op. cit., p. 11. all! .n .' 'V 0. “it; '0... O'A‘. . «a. u u v a h n 43 4. The fourth function is involved in a program of counseling and guidance services for the assistance of students in planning educational programs. This includes adequate academic, vocational, and personal guidance, and the administration and interpretation of such evaluative instruments as are deemed neces- sary to carry out this function. 5. The fifth function is that of cooperating with schools, civic groups, educational institutions and organizations, both inside and outside of the community, to bring educational advantages t3 the citizens of this community college district. 7 In these purposes one Can see that the two-year college is interested in providing a number of the curricular ‘3C3Iit:ent items mentioned as necessary for improved police training. There is a willingness and purpose to train in the vocational areas. It can be assumed that adequate man— IPcD‘wer and facilities have been committed to this purpose. ESIJflo no use: no mxmme masumcnpuooo .mH .span.msm as as ea macaumamm muflcsssoo no mcosumamm usanam .na .eea ms o H ucmsuummmo no use: no means mcsummpsm .ma .EO¢|.m5m ha ea m muwco Odo HmscOmHmm How xuoe mcfiscmam .ma .umm H Ha em mMOGOmHHm msfiunommsmua .va .msm m ma Na msomumm omsfimuma mswmfi>u0msm .mH .aea-.msm AH om m Hmccomumm mafiamsmma .NH .msm-.uma m on mm massage upoamm .HH .Eo¢|.dsm ea Hm v HOGCOmumm Hmnuo mcfimw>ummsm .OH .esau.msm ma cm «a Hmccomumm umnuo masseuse .m .Eo«|.msml.umm ma Hm hm mcmuwuwo mcflma>o¢ .m .dsm|.umm m NH em Honucoo mucosvcfiamo .h .msma.umm OH «H mm unsoo as mansmspmma .m .dsmu.umm m AH pm mnoumHoH> mo ummpua .m .umm m as mm Houucoo opposes .e .msm-.umm oa ma mm conummflumm>aH mamom mango .m .msm|.umm O ma hm musuwmm paw powwow .N .dsmu.pmm 4 Ga em Houumm .H +\wom conumuu conmn> Hmuoa ImMmMEO¢ luomsm Honumm mxmma Hm>mq maom an L .maom we mxmma Ou noncommmm Hmsoa>wocH .H manna 83 Supervision--patrol, search and seizure, crime scene investigation, arrest of violators, testifying in court, delinquency control, advising citizens, training other personnel, supervising other personnel, report writing, assigning personnel, supervising detained persons, plan- ning work for personnel and units, public relations, coordinating tasks of units or divisions. Administration--advising citizens, training other per- sonnel, supervising other personnel, assigning personnel, planning work for personnel and units, budgeting funds of unit or department, public relations, coordinating tasks of units or divisions. Table 2 presents the departmental consensus Of tasks, while Table 3 is a comparison of tasks, by role, as reported by individual respondents and by departments (comparison of the findings of Table l and Table 2). There are only three instances where there was dis— agreement between the departmental consensus and the indi- vidual responses. In only one of these instances was there complete disagreement. The departmental consensus was that there was no role level responsible for the supervision of detained persons, while the individuals indicated the res- ponsibility was that of the supervisory level. Since the police do detain persons there is definitely a responsibility for them to be assumed by a role level. The differences may exist for the reason that other law enforcement agencies usually have supervision of detained persons awaiting trial or other disposition. However, the police detain persons for questioning, awaiting transfer to other agencies, etc. Since these persons are usually held at the station it would seem that the supervisors, who are in charge of the station, would have the responsibility for supervising 84 ocoz N m m mommocwmsm OOmGOOHq assumasmmm .ma .ssan.asm a m o c0nma>so no muss: no means massacapuooo .ma .Epumm9m .ma .Eo¢n.msm O O o Hmccomumm mcwcowmm< .NH .msm-.umm N O m manuaus unommm .HH .Eomn.dsm O O a HOGGOmHOm Honuo mcamw>nmmsm .OH .Eoml.msm|.umm O O O HOGGOmMOm Honuo masseuse .m .EOdu.msml.umm O h m msmuflufiu mafimfi>o< .m .msmu.umm H m m Houucoo mucosqsflamo .5 .msmu.umm m h m uHsOO ca mewamwumma .O .msm|.umm N O m muoumaofl> mo ummuum .m .umm o v n Houusoo memmua .e .msm|.umm m m m sofiummwumm>sH Osmom mefiuo .m .dsmu.umm H O m musuwom pew noummm .~ .msm|.umm o b b Houumm .H +\wOO GOAumuu cofimw> Hmuoa unmeasue IHOQSO Houum mxmma HO>OA maom .mxmma mo msmcwmsou Hmucmsuummmo .m mamas 85 mmmmmflflmfim x mcoz mcoz ommcmowq mcwumasmmm .mH x cofima>flo no x .ssmu.dsm .ssau.msm muses mo mxmme mcsumcflpuooo .mH meowumamm muwnnfifiou x .eu«3.msm .soau.asm no mnofiumamm usages .sH usmfiunmamo HO x .soa .so< use: no means maaummcsm .OH muss: was x .Eo¢1.05m .EO¢ HOGGOmHmm How xuoz mewssmam .OH x .umm .umm muocomflum mswuuommcmua .OH x .msm wcoz msOmuom omsflmumo mswmfl>uomsm .ma x .EO<|.msm .EO<|.msm amazemumm measmwmmd .NH x .msmu.umm .dsmn.umm manunus uuodmm .HH x .EO¢|.msm .EO<|.msm HOGGOmHOm Hmnuo mswmfl>ummsm .OH x .EOdn.msw .Eo¢|.dsmn.umm HOGGOOHOA Hmnuo osflswmue .m x .seau.msmu.umm .soem .m x .msml.umm .msml.umm Houucou aucwsvswamo .h x .msw|.umm .msml.umm unsoo cw mswhmaumma .O x .msm|.umm .msm|.umm muoumaofl> mo unmuud .m x .umm .umm Hopscoo unnumus .4 x msm|.umm .msml.umm soapwmfiumm>cH Osmom mfiwuo .m x .msml.umm .msm|.pmm OHSNAOO can noumom .m x .msmu.umm .msmu.umm Hogans .a momma OOHOd Hmsow>wocH acmsuummmo mxmma Imwo omsmflmmd HO>OA .mmmsommmm HOsOH>HOGH can monsomsoo usefiuumnmo mo GOOHHOQEOO .m wanna 86 detained persons. The other two items of disagreement between the two types of data analysis were related to how many different levels were responsible for the tasks. Training other personnel, by consensus of departments, was the task of all three levels; the individual analysis gave this task to the supervisors and the administrators. Unless the patrolman is properly trained himself and is a part of the training academy staff, the new patrolman is pushed back into the past methodology for training policemen.51 Even if he is a part of the academy staff, he becomes a specialist and is no longer at the patrol level. This item, when indicated by the patrol level, usually received a low ranking. For these reasons and because training the patrol level for this task requires a large amount of resources, the training of other personnel will be left for the supervisors and the administrators. This problem is discussed in more detail in the final chapter. Planning work for other personnel and units was the final task in which there was disagreement. Here again it was a matter of overlapping levels; the departments assigned the task to administration and the individuals assigned it to supervision and administration. Both levels ranked this item as high in most instances. Because of these high 51Thomas M. Frost, A Forward Look in Police Edu- cation (Springfield, Ill.: Charles C. Thomas Publishing Co., 1959), pp. 3-4. 87 rankings, for the present this task will be assigned to both the supervisory and administrative levels. On the basis of the foregoing explanations and the data accumu- lated, the tasks at the three levels are as shown in Tafle4. The information in Table 4 indicates that there are only 18 items instead of the original 19 listed on the ques- tionnaire. Neither approach for analyzing the data indicated regulating licensed businesses as a task for any role level. This questionnaire item was therefore deleted and there is no need to attempt to identify curriculum or educational institution for it. TASK INSTRUCTION QUESTIONNAIRE There was such a wide divergence of courses and course titles recommended by the respondents to the task instruction questionnaire that a method of analysis was re- quired other than that originally anticipated. Instead of attempting to list a course by title as recommended by the respondents, a description of the content material for each task is reported. This is done in each case and for each of the task areas. A final summary of these findings is re- ported after each of the two groups have been analyzed for comparative purposes. This allows for a curriculum and institutional recommendation for all of the task items. The two groups reporting represented the law enforcement 88 Osoz cofiumuumflsfleo¢ .coflmw>ummsm coflpmuumwcweom .cowma>uomsm coaumuumwcaeom nodumuumflcweo¢ .cOHmH>HOmsm Houumm ceamfi>ummsm coaumuumwcaEO¢ .coflmfl>ummsm coflmfi>ummsm .Houumm cofiumuumfisflEO¢ .coflmfi>umdsm coflumuumasfifio« .sowmfi>umdsm cowumuumflcw86« .cofimfl>uomsm .Houumm come>HOmsm .Houumm cofimw>ummsm .Houumm cOamfi>uOm5m .Houumm Houumm soflmw>ummsm .Houumm soflmfl>ummsm .Houumm scamw>uomsw .Houumm mmmmocwmsm ommcmoaq mcflumasmmm cowmw>flo no muses mo mxmma mcwumcflouoou mcoflumamm musesEEOO no owansm ucmeuumdmo HO has: no mocsm mcauwmosm news: can HOGGOOHOm MOM xuoz mewcsmam mHOGOOAHm mswuuommcmua OGOmHOm omsflsuoo mcwmw>ummsm HosGOOHOm mswcmflmmm oneness uuodmm HocsOmHOm Hoauo mewmfl>uomsm HOGGOOHOm umnuo masseuse msmuwuflo mewmw>o¢ Houucou andmsvdwamo unsou ca msflmmwumma muoumaow> mo ummuud Houusou memmua cofiummflumm>sH Osmom OEAHO Ousnwmm new noummm Houumm .mH .OH 01‘ Fir-I O O I Mfl'lfl HHH .NH O O O C O O I O O O HNMQ’mDFQO‘OI-I I-II-l omcmfimmd HO>OA maom mxmma .mxmmp Hm>mq maom .e magma 89 coordinators of higher education institutions and the train- ing officers of police departments. It should be noted that both groups of respondents were allowed to recommend more than one course or institution in their responses. Copies of the original responses to the questionnaire may be found in Appendix F-Z. There were eight returns of questionnaires from the educational institutions selected and six returns from the police departments. The recommendations of the educational institutions are presented first, followed by a summary of these findings. The recommendations of the police training Officers are presented following this summary and include a summary of their own. A final comparison of the findings for the two groups concludes this section of the chapter. Tables 5a-Si represent the types of programs that the police science coordinators of nine Michigan higher edu- cation institutions which offer police training programs recommend for training police in the 18 tasks listed in the questionnaire. It is quite difficult to determine with any certainty what program is recommended for the different tasks. This is due to the different titles and methods used by the respondents in making their recommendations. The particular questionnaire method used to derive the informa- tion required was not adequate for the purpose. On the basis of the inadequacy of the information for any objective analysis technique, a subjective interpretation of the data was the only alternative. It must be borne in mind that 90 .OmumHH mxmmu 5H may MOM omummmmsm mum mmsHummmo HOHSOHHnso oumummmm cos .OmOHHOO muHssEEOO mcmde scum chHumocOEEOOOH was musmmmummu mHhmu m>onm meet H coHumpuchHsua moHHom mxmma mcHumchpooO .o H usmfimouomcm msOHumHOm 3OH can msoprHOm muHssEEOOIOOHHOm muHssEEOO no OHHnsm .m H coHumupchHsO< ooHHom mcHummOsm .o H coHumuumHaHeca moHHom mchcmHm .2 H msOHumuOmO OOHHOm mmusomooum coHusOpmo .2 H GOHumuumHsHEo4 OOHHom usmEmonmo Hmssomumm .H N msoHumHOmo new cOHummHumm>sH HmsHEHHO mcHuHuz uuommm .& H soHumuuchHEO¢ OOHHom HOGGOOHOA Hoeuo mchH>nmmsm .h H omumHH macz Hoss0muom Hmnuo msHuosuumsH .H N msoHumHOm muHssEEOO new usoEOOHOmsm 30H mQOHuocsm muomH>o¢ sONHuHO .m H mosmsvsHHOo OHHso>so was mmoHocHEHuU Houusoo mocosvcHHma .O H coHummHumO>cH paw 3mg HmsHEHHO :oHumucOmOHm can coHumHmmOHm Ommu .m H sOHumummo new mmusomooum HmcHEHHO mummuud .m N GOHumuuchHEo« OHHHOHB amzanm Houucoo OHmmmua .o N sOHumeumO>sH HmcHEHHO soHummHumO>cH osmom OeHHO .O H mmusomooum paw cOHummHumo>sH HOQHEHHO OHONHOO new noummm .m N cOHumuomo new GOHumuumHsHeo¢ OOHHom Houumm .4 HO>OH HOCOHu nonhumsH omsmHmmd esHsOHHHsO mxmma «.muoumsHouoou mocmHom OOHHom mo msoHumosOEEoomm coHusuHumcH can EsHsOHHHsO .mum OHQOB 91 .cmmH£OHz .uonnmz soucmm um OOOHHOO cmmH50Hz OHMH EOHH msoHumosOEEoomn we» no O>Humucmmmummu mH OHnmu mH£B« m mmHoamm< “mayo suHs coHu Imummoou paw GOHHONHHMGOHmOm .soumomom mxmma msHumcHouOOO .0 m coHumocOEEoomm oz mQOHumHOm zuHssEEOU Ho OHHnsm .m N soHumosmEEooom oz msHuOmosm .O H mchcmHm can soummmmm mcHssmHm .z m zuHusomm can zooumsu mousomooum coHusmumo .z N coHumocOEEoomm oz unmezOHmOo Hmscomumm .H m cOHumosmEEoomm oz msHuHHB unomom .M N mcHsHmuB stmumomOH can osmEEOO HOGGOmuOm umzuo mchH>uOmsm .h e mcwaOmm OHHbsm pew cOHuosuumcH mo mOsUchOOB Housemumm Hmnuo mchosHumsH .H m msoHumHmm zuHssEEOO was smear .muchHmEOO cOHuossm mHOmH>O¢ GONHUHO .m N mosmsvcHHmo mo mucosa .zocmsv IsHHOO mo soHusm>mum .uusoo OHHsm>so Houusoo zocmsvcHHmo .0 m Housommoum nuHs cOHumucOmOHm m:OHumHOm .ssuoooo can msOHuossm unsoo was soHumummmum Ommu .z m, ammuum mo mOHsmsomz pew msmq mummuum .m m ucOEOOHOHGM O>HuOOHOm .coHummHumO>sH usOOH004 Houusou OHmmmua .O m musowooum nousmw can cOHuOOuOHm ocoom OHmmm soHummHumO>cH msmom OsHHO .O m monoummm mo coHusomxm osm mucOSOHHstm HOOOH ousNHOm pew powwow .m m Houumm O>HuHusO>mum can mmsvHssOOB Houumm .¢ HO>OH HchHu omcmHmm< EsHsOHuusO mxmma nosuumcH _ «.muoumsHouOOO oocmHom OOHHom mo chHumosmEEoomm cOHusuHumsH can ESHsOHHHSO .num OHQOB 92 oumummom sm>om oum3 muons .mxmmu onu mom ooumHH momusoo .cOHusuHumsH umsu um oocmHmmm muonesc omusoo uHonu an oouuom non ouo3 Odo .omoHHOO zuHssEEOO cOmxomh on» ECHO oo>Hooou mums mGOHumosossooou omoaea N coHumuuchHsn4 moHHom mxmme mcHumchuooO .o chHumHom N coHumuuchHspa oOHHom NuHcsssoO no oHHnsm .m N coHumuumHaHsca mOHHom maHummpsm .o N coHumuuchHsu4 oOHHom mchcmHm .z m mGOHumososEooom oz monsooooum cOHucouoo .z N ucoEoOHOHGm 3mg 0» cOHuosoouusH ucms>OHmoo HossOOHmm .H m maHnmuo mcHuHuz upomwm .x N msOHumHomO oOHHOm HoGGOmHom Honuo msHmH>Homsm .h N chHumuomo oOHHom Hos:0muom Hosuo msHuOsuumcH .H N coHumuuchHsua moHHom coHuocsm suomH>O4 cmquHo .m N mucosvcHHoo cam oEHHU cH oHom oOHHom Houucou mucoswsHHmo .U soHumusomoum N ousooooum cam ousoOH>m HmsHEHuU cam COHumummoum ommu .z N onsooooum com oOsoOH>m HOGHEHHO ocm usoEoOHOHGM 3mH on soHuosoouusH mumouu4 .m m cOHumocoEEooom oz Houucou OHmmmua .o ocoz cOHumocoEEooom oz sOHummHumo>sH osoom oEHHO .O m spa HmsHEHHU cam ucmEoOHOHGM 3OH ou cOHuosoonusH ousNHom ocm noumom .m N msoHumHodo oOHHOm Houumm .4 Ho>oH oosmHmm4 EsHsOHuHsU mxmma HmcoHuOsnumcH «.muouosHouooo ooeoHom oOHHom mo OQOHumOGoEEooom sOHusuHumcH cam EsHsOHHHsO .Oum poma . C-II ‘ A. i pin-p. — d rs. .n..o_::: u. un-VH ALP: ‘ .5 O u «I... .HF‘ IQ. II" ‘. 93 moons ucoucoo hH ooumOHocH usoosommou one .mEouH oHHmdsOHumoDO HO cOHuHsHuoo onp Eouu lomHHm>m mum moon» pom usoucoo omHsom onu oumOHosH ou mEopH ouHmdsoHumosv onu poms mm: usoocommou one .mxmmu on» How usoucoo Houume pOOnQSm szmm on uHsOHHHHO on no: OHsonm pH omoHHOO zuHcsEEoo onHm> OONmEmHmz Eouw ouHmcGOHumosm mHnu mo omoo onu GH« H msoHumHom zuHsOEEOO no OHHnsm mxmma msHumcHOHOOO .0. H mxmma msHumsHouoou mcoHumHmm zuHcsEEoo no OHHnsm .m H mxmma osHumsHouooo .mchsmHm msHuomosm .O H mxmma OCHumcHouooo mchcmHm .2 H mumonn4 oso .oHsNHom mam noumom monsooooum coHucoumo .2 H HoGQOmHom noeuo mchH>uom5m .GOHumumdoum ommo .Honumm usoeonmoo HocsOmHom .H. H mumouu4 .soHu ImmHumo>sH osoom oEHHO .ousuHom osm noumom msHuHHB uuomom .M H ouHmccoHumosv co mEouH mm ooumHH moons HH4 HoocOmuom Honuo msHmH>Homsm .o H ouHmcc0Humosw so mEouH mm ooumHH mmoum HH4 HocsOmuom Honuo msHuOsuumcH .H H Houucoo mososv A usHHoo can .mumouu4 .oHsNHmm osm noumom coHuocsm anomH>p4 soNHuHO .m H chHumHom zuHcsEEOO mam mchH>o4 coNHuHO Houucoo zososocHHoo .0 H mcHuHHS cOHumusomon uuomom .mummuu4 .mHSNHom cam nonmom osm coHumummoum oomo .m H Houusou zocosvcHHoo .sOHummHumm>sH .ousuHom cam noumom mumouu4 .m H mcoHumHom OHHnsm cam mch IsmHm .usoeonmoo HoGGOOHmm .msHmsoOHH Houucou OHHHOHB .o H mchH>oa souHuHO .sOHumquon mmmu .mumouu4 coHumoHumo>cH osoom oEHHO .O H monsooooum coHu Icouoo can soHumummoum ommu .mumoun4 ousNHom ocm nouoom .m H soHummemo>cH ocm musNHom .noumom Houpmm .4 Ho>mH HmsoHu oocmHmm4 ESHSOHHHSO mxmma nonhummm «.muouochuooo o0:OHom oOHHOm mo mcoHumosoEEooom coHusuHumcH cam EsHsOHHHsO .onm oHQmB 94 .mmoum nmmu one nH moHnHmuu How poumHH momusoo oumnmoom mH mums muons .mcoHumNHsmmuo HmnOHHSUHumoH mom Houume uoonnsm m>onm on» oomcoEEooou ommHHOU huHssEEou oomHunHM« N mcHnHmHB conH>uoosm mom onHmmooouo mumo mxmma mcHumnHOHOOO, .0 N mcmeoam oHHmsm mam anHmcm mcoHumHmm muHGSEEOU no OHHnso .m e coHumuuchHema oHHnsm can mcHucsooom mcHummmsm .o N mnHmmoOOHo mumo mcHnsmHm .z N OCHnHmHH Hmsoo monsooooum GOHunouoo .2 N monmooono memo ucoEHOHooo HonnOmuoo .H N mchmooouo mumo moHuHuz unooom .M N moHchuB nOHmH>Hoosm Honnomuom Honuo mchH>Hmosm .o N OGHHmoom OHHnso pom anHmnm HmonOmHmo Honuo manosuumnH .H N mcmemam OHHnsm can anqum coHuocsm NuomH>em cmuHuHu .m N moonpoz mom oooo oHHso>so Houusoo zocosvsHHoo .0 H oonooH>m Ho moHsm mom .ousomooum coHumunomon HHUOO .umoHH4 mo mzmq .moou HmnHEHHU pom GOHumHmoouo ommo .m H monoOH>m mo moHsm pom .ousooooum unooo .ummuu4 mo msmq .moou HmoHEHHO mumouu4 .m m moocmsHouo HmOOH mom m3mH oumum Houucou OHmmea .o H mosoHnnooa ooHummHumo>sH .oonooH>m mo moHsm .ousoooonm unsou .oooo HmcHEHuO noHummHumo>nH mnoom mEHuO .O H oonooH>m mo moHsm pom .umouu4 mo o3mH .ousomooum pusou .oooo HmnHEHHO ousuHom mom noummm .m N moHuso mam mmonumz .mcoHuoasm Honumm .4 Ho>oH HmnoHu mocmHmm4 EsHsOHHHsO mxmma IosuumnH «.muoumnHouooo oosoHom mOHHom mo mnoHumonoEEooom cOHusuHumnH mom EsHsOHnuso .mlm oHnt 95 .mEouH xmmu on» EuOmuoo ou HoncOmuoo oumomuo on coHumuHcmmuo HmcoHumosoo mo moan onu on oummou nH mm3 oo>Hm omnoomou zHoo one .mxmmu on» nH mnHonuu mo momusoo uOm mnoHumonoE IEooou on oum3 ouonu .omoHHOO zuHosEEOO zunsoo neoomz Scum susuou ouHmcoOHumosu on» :H« H oomnoeeooou momusoo oz mnmma mcHumcHouooo .0 N moonossooou momusoo oz m:OHumHom zansEEOO uo OHHnso .o v oooooeeooou momusoo oz mnHuoooso .0 v moonoEEOoou momusoo oz mchano .z m ooocoEEooou momusoo oz mousooooum soHucouoo .z N moosoesooou momusoo oz unoEMOHooo Hocsomuoo .H m oomnmfifiooou momusoo oz mcHuHuz uuooom .z H ooocoeeooou momusoo oz Honnomuoo uonuo mnHmH>uoosm .o H oomcofifiooou momusoo oz Hoonomuom uonuo moHuosuumoH .H N mooooeeooou momusoo oz noHuonsm zuomH>o4 coNHuHO .m H poocoEEoomu momusoo oz Houusoo monosvnHHoo .0 m moonoeeooou momusoo oz cOHumucomoum pom oOHumumoouo ommO .m m oomooEEooou momusoo oz mumouu4 .m m monomeeooou momusoo Oz Houucoo Omemua .o N moosoesooou moousoo oz COHumOHumo>cH onoom oEHuO .O m oomnoEEOoou momusoo oz ousuHom pom noumom .o m moocoeeoomu momusoo oz Houumo .4 Ho>oH Omanmm4 esHsOHuuso mnmma HmcoHposuumnH «.muoumnHouoou mosmHom oOHHom mo mnoHumosoEEooom COHusuHumcH mom EsHsOHuusO .wnm oHnma 96 neooou vH mums ouonu .HHm nH .unounoo uouume uoonnsm mo mCOHumocoe .oouuHEnsm mums mnoHumsmHmoo noHumanmmuo HmcoHusuHumnH HHm usn .uouume uoonnSO uom mnoHumocoEEouou on o>mn nOHn3 mEouH Hmuo>om ouo3 muons .muHmuo>Hno oumum nmmHnOHz mo cusuou ouHmnnoHumosv on» Eoum nonmu mm3 ooHumEuOmnH mHns« «.muoumnHouOOU ooooHom oOHHom Ho OGOHumonoEEooom GOHusUHumnH pom EsHsoHuusO m cOHummnoEEooom oz mxmms mcHumnHouOOO .0 m noHumonoEEooom oz mGOHumHmm sanoEEoo uo OHHnso .o H oOHumonmeeooom oz mcHuomoso .O N cOHumonoEEooom oz manomHo .z m coHumoooEEoomm oz mousoooouo noHnnouoo .2 H moousomom uozoonmz mo noHumuHHHuD ucoesoHooo Honn0muoo .H H noHumonoEEOoom oz mnHuHuS uuooom .z N ocHnHmus oHnmuoOmoH HoncOOuoo uonuo msHmH>uooom .o H mooooum mCH InumoH ons onm moHnomos mo moHoHosHuo HonnOmuoo uonuo mnHuosuumnH .H N noHuno>ouo oEHuO pom Houusou oEHuO .unoEduo>O0 nH soNHuHO sOHuonsm su0mH>o4 souHuHO .z H sonosvoHHoo mo nOHu Ino>oum pom sOHpOHoouo pom oEHuO nusos HouunOO monmswcHHoo .0 N cOHumosoEEooom oz cOHumusomouo pom coHumumoouo ommO .m H 3mg Ho oHsm mom oonoosuomHuso smOHumE4 mumouu4 .m m aoHuMHsmom can quumuuchHsmm OHOHmus Houuaoo oHummus .o m noHummHumo>cH HmnHEHuO noHumOHumm>GH ocoom oEHuO .O m ousomoouo mom 3mg HmnHEHuO ousuHom mom noumom .o m OOHuoms onm noHumuumHoHeo4 Houumm Houumo .4 Ho>oH ooanmm4 E5H50Huuso mxmms HmnoHuOsuumoH E .mnm oHnms 97 .ooumHH mxmmu on» nH ooHchuu uOH mocHuommo omuooo ooosoeeooou HH mum muons .omoHHOO huHGSEEOO zuosoo oounoz so oouuHensm ouo3 mcoHumonmeeooou moons; N mnoHumuomo oOHHoo pom noHumuuchHeo4 pom ooHumNHcmmuo omHHom mxmms OCHumnHouOOO .0 N usofioou0mom 3mH mnOHumHom >UHG5EEOO uo OHHnso .m H mGOHumuooo mOHHoo pom unoEoouOHnm 3mg mnHuomooo .o N mooHumuooo oOHHoo mom usoEmouomsm 3mg mchano .z N mooHumuooo oOHHoo mom ucoEoouOHGM 3mn mousoooouo sOHuoouoo .z N mcoHumuooo oOHHoo mom noHumuumHnHEO4 mom nOHumuHmmmuo oOHHoo unoEAOHooo Hocnomuoo .H N mnHoss mom noHuHmo noEOO .anHmsm .ooHummHumo>:H HmnHEHuO onHuHus uuooom .z N mnoHumuooo oOHHoo pom nOHumuumHsHEo4 mom coHumNHommuo oOHHOm Hoos0muom uonuo mchH>uoosm .o H n mm oEmm HoGGOmuoo uonuo ochosuumnH .H N moHumuumHoHEO4 pom moHumanmmuo oOHHom pom usofioouowcm 3mH ooHuonsm >u0mH>o4 ooNHuHO .m N mEoHnouo HmHoom .moooSUcHHoo oHHno>sb Houunoo sososonHHoo .0 N 3mg HmsHEHuO mom coHummHumo>cH HmcHEHuO nOHumunomouo pom cOHumumooum ommO .m N nOHumuu :mHoHEO4 mom nOHumNHnmmuo oOHHom mom esoHummemo>cH HmcHEHuO .uooeocuOmcm 3mg mumouu4 .m H mcoHumuooo oOHHOm Houusoo OHmmmus .o N 3mH HmsHEHuO mom coHummHumo>cH HmnHEHuO cOHummHumo>cH ocoom oEHuO .O N soHu ImmuHmobcH HmnHEHuO ocm usofioouOmnm 3mH ousNHmm mom noumom .m N mocooonHHoo .smoHono>mo HmHoom .coHummHumo>cH HmcHEHuO .soHu nmuumHoHEo4 pom soHumNHnmmuo oOHHoo Houumm .4 Hmconwwmeou ooanmm4 EsHSOHuusO mxmms «.muoumnHouoou monoHOm oOHHom mo onOHumosoEEooom coHusuHumsH mom EsHsOHuusO .nlm oHnms 98 .ouHmcnoHumoso onu no poumHH mm mxmmu OH on» uom ooumHH momusoo moonoEEooou ON ammoH um ouo3 muons .muHmuo>Hco oumum onsmz Eoum mum: mnoHumocoEEooou omonss ocoz coHumuooOOO pom nOHuomuounH mnmms mnHumnHouOOO .0 H OHHnso pom suHuocHz .mnoHumHom omen: mnOHumHom suHGSEEOO pom OHHnso .o H COHumOHmHumso pom mHmsHmn4 .manano .omoouso mnHuomoso .o H coHumon>m pom mcHnano mo mmooouo mchcmHm .z m unoEumous mom anQOmoHHnm .unoaommnmz mousoooouo coHuoouoo .2 H HHmuoo Houumm ucosmoHooo HooCOOuoo .H m HmHuoumz msHanmmuo pom :OHuHmooEOO anHmcm mcHuHuz uuooom .M H oHnmuopmoH pom oonH>uoosm o>Huoommm HonoOmuom uonuo mnHmH>uoosm .h H coHumonoEEOoom oz HosnOmuom uonuo mcHuOsuumcH .H N oEHuO mnHucm>ouo nH 0H4 coNHuHO ooHuocsm zuomH>o4 nmNHuHO .z m muoons pom zmoHonozmm .anOOOHHnm .momsmo Houuoou monmsvnHHoo .0 N mousooooum noHumucomouo uusou onm moHsm .mcHuooHHOO oocooH>m pom coHumumoouo ommO .m N mumouu4 mo muooom4 HmmoH mumouu4 .m N OHmmmus mo mcHuomnHmcm pom .pooEoouOHGH .mnoOOOHHno Houusou OHmmmus .o m oomom um moHnmuouoz pom mcHnouoxm .oOHum>uomouo .noHuoououo soHummHumo>nH onoom oEHuO .0 m ouSNHom pom noumom mo muomom4 HmmoH oumuHom pom noumom .m m Houuoou psouu mam manmuouoz .GOHumbuomno Houumm .4 Ho>oH HmGOHuosuumoH ooanmm4 EsHsOHuusO mxmms «.muoumnHouooo oocoHOm oOHHOm mo mnoHumonoEEooom noHusuHumcH pom EsHsOHuusO .Hlm oHnms 99 the study is only searching for possible directions for the improvement of police training. With this thought in mind, the interpretations of the data presented in Table 6 will be used. There were 16 individual courses recommended for the 18 tasks. The recommendations for appropriate educa- tional organizations were also listed by the coordinators. The following summarizes the courses recommended and the instructional level indicated. Course ' Level 1. Citizens' Role in Government and Crime Prevention 2 2. Criminal Law and Procedure 3,1,2 3. Criminal Investigation 3 4. Introduction to Corrections 3 5. Delinquency Prevention 1,2 6. English and English Composition 3,1 7. Evidence 2 8. Juvenile Code 1,2 9. Juvenile Court 1,2 10. Law Enforcement 2 11. Leadership Training 2 12. Police Administration 2 13. Police Community Relations 2 14. Public Speaking 1 15. Traffic Administration 3 16. Teaching Principles 1 There still exists some degree of indecisiveness as to the level at which the recommended courses should be Offered in a number of cases. The final resolution of this problem will have to await the findings of the police training officers. The training Officers from six police agencies res- ponded to the same questionnaire as the police science coordinators. The recommendations of this group are 100 muH aouumuumucusoa moHHom mumms mcHumaHeuooo .o N mGOHumHmm suHssEEOO oOHHom mom mnoHumHmm .unoEoouomnm 3mg .GOHumuumHnHEO4 mOHHoo sanSEEOO uo oOHHOm .o H couumuumuqHsea moHHom mcuummcsm .o NIH cOHumuuchHeo4 oOHHoo moHnano .z m mcoHuoouuou on ooHuosoouunH mmusooooum ooHuoouoo .z N nOHumuHommuo 0cm nOHumuumHnHeo4 oOHHom unthOHooo Honnomuoo .H m noHuHmooEou anHmom pom noHummHumo>nH HmnHEHuO mnHuHuz uuoomm .z Honnomumm N msHonus oHnmuoomoH uonuo mnHmH>uoosm .o H ocmeoom OHHnso Hmcnomuom pom manomos mo moHoHonHuo .anHmom uonuo mcHuOsuumsH .H N oOHuco> , Ioum oeHuO pom unoenuo>00 nH mHom cOHuonsm .mnoNHuHO pom .nOHumuumHnHeo4 oOHHoo suOmH>o4 nouHuHO .m NIH uusou oHHno>so mom oooo mHHno>so .sOHunm>ouo mooosooHHoo Houucoo mucosonHHoo .0 N oocmOH>m mom mousoooouo HmnHEHuO cOHumunomouo pom GOHumumoouo ommO .m H mousooooum mom 3mg HmcHEHuO mumouu4 .m m coHumuumHoHEo4 OHmmmus Houunou OHmmmus .o mnN cOHummHumo>nH HmnHEHuO soHu ImmHumo>nH osoom oEHuO .O m mousooooum mom 3mH HmnHEHuO ousNHom pom noumom .o mIN mooHumuooo pom nOHumuumHnHeo4 OOHHOA Houumm .4 Ho>oH ooanmm4 ssHsOHuuso oxmms HmsoHuoouumsH , .muoumnHouOOO monoHom mOHHoo mo chHumonoEEooom sumeesm .O mHnms 101 individually presented in Tables 7a - 7f. It is not difficult to see that the requirement of 60% agreement upon courses from the training Officers was not met. This is an indication of the inadvisability of using the questionnaire for this purpose. The divergent views of the respondents militates against this procedural method. Merely for the purpose Of indicating some of the thinking expressed in the returns and for comparison with the other group, the results from this return are presen- ted in Table 8. The police training officers have listed more than 50 courses for training in the tasks listed. In justification Of their training program, the Detroit de- partment included their complete recruit training program for training in the task areas. Table 8 completes the information returned in response to the questionnaires. There is a need at this point to compare the responses of the two groups, police training Officers and coordinators of law enforcement train- ing programs, in regard to instructional levels for the tasks. Due to the diversity and course recommendation vari- ance of respondents, Table 9 is offered only as an indi- cation of the reSponses to courses and instructional levels of respondents. This information will be used in the final chapter to indicate some direction for training as it re— lates to curriculum and instructional level. There is no definite direction, based upon requirements of the research design, to indicate positively the Opinions of the respondents. 102 .nxmmu onu mo uonesn m uOH oo>Hm mums chHumonoEEooou oz on» no mEouH OH onu uOH ooonoeeooou ouo3 momuooo oumumoom nomuuoom .ouHmncoHumoov .usofiuumooo oOHHoo noouu oHuumm on» no uoonmo manHmuu onu mo mnoHumonoEEooou onu moumOHocH oHnmu mHns« H cOHumocoEEooom oz mxmms mnHumnHouooo .0 N cOHumomoEEooom oz mcoHumHom NuHcsssoO uo oHHnsm .m H cOHumonoEEooom oz mcHuomoso .O H GOHumonoEEooom oz manano .z H muosomHuo mo onHoo IHHoz HmOHmmno mom munosouHsoom HmmoH mousoooouo nOHunouoo .z N Hmumo manmHmn4v moHosum umom unoEMOHooo Hoosomuoo .H m soHumoooaaouom oz mcHuHuB uuoomm .z H mGOHumOHGSEEOO Honnomuom uonuo mnHmH>uoosm .b m nOHumocoeeooom oz Honoomuoo uonuo onHuosuumnH .H m mommooouo uusou msoHuonsm zuOmH>o4 couHuHO .z H mousooooum .zocosvnHHmo mo Houuooo ocm .GOHunm>oum .muoumHm Houunoo aonmsvnHHoo .0 H uusou cH monHHumos noHumuommouo pom .muoosoumum .oEHuO mo munoEon pom nOHumumoouo ommO .m H umouu4 mo muooom4 HmmoH umouu4 .m m msOHumuHO mom Houuoou OHmmmus Houusou OHmumus .o m oanomumouono mam mnHE IEmummHo noumom onoom oEHuU .moooo IH>m mo soHum>uomouo mom cOHuooHHOO nOHumOHumm>nH ocoom mEHuU .U H ousuHom mom noumom mo muooom4 HmmoH ousuHom mam noumom .m m nOHum>uomnO mo mosan Inoos .moonuoz mom omoousm Houumm Houumm .4 Ho>oH moomHmm4 EsHoOHuuoO mxmms HmooHuOsuumsH «.muoOHmmo manHmus mOHHoo mo msoHumosoEEooom moHusuHumnH mom EsHoOHuusO .mus oHnms 103 .moHuoooumo noHumosoEEoooulooc meow nUHs .mxmmu on» uOH momusoo «N omumHH on .msoHumocmEEOoou omonu mouuHEnsm unoEuumooo oOHHoo nuonumoo on» mo uoOHmwo manHmuu mns« ocoz noHumonoEEooom oz mxmms mnHumnHouOOO .0 elm moomuoo HmEuocn4 pom mnOHumHom mcoHumHom OHHnso .mnOHumHom nmssm >UHssEEOO uo UHHnso .m qu usoEommnmz o>HumuumHnHEo4 mcHuomosm .o v usmfiommnmz m>HumuumHnHEO4 mchcmHm .z m mousoooouo mousoooouo ooHunmuoo .z oooz coHumonoEEooom oz HomesoHooo HmonOmuom .H m muuooom pomoHoo4 pom muuooom unoeuumooo mnHuHus uuooom .M «In nOHmH>uoosm Hosnoouom uonuo mchH>uoosm .h mINIH Hoonom .muouosuumnH Honnomuom uonuo mnHuOsuumsH .H mooz ooHumoserooom oz coHuonsm muomH>o4 couHuHO .z mIN mousooooum pom 3mH oHHso>sn Houunou monosvnHHoo .0 vim muuooom mom mcoHummHumo>cH nOHumunomoum mom ooHumumooum ommO .m m mconmomnou osm 3mH HmnHEHuO mumouu4 .m m mau>uua uHsmusm 0cm usmfioouOHcm .soHu ImmHumo>sH unooHoo4 .m3mn mHOHno> Houucou OHmmmus .o m oocooH>m pom monoumom nOHummHumo>nH onoom oEHuO .0 vim 3mH HmnOHusu IHumnou .oonooH>m .QOHpmmouuounH musNHom pom noummm .o elm Houusou OHHHmus .mEumouHo .omnomoouMHom .ooonmo IHouo HmOOH .3mH oumum .mmusooooum Houumo .4 Ho>oH omcmHmm4 esHsOHuusO mxmms HmnoHuosuumcH *.muoOHmmo manHmus oOHHoo HO mnOHumonoEEooom sOHusuHumnH com EstOHuusU .nus «Hams 104 .mEoomom oOHHoo m.ucmeuumooo umnu mo EsHsOHuusO uHsuoou on» Eoum coxmu ouo3 usoEuumooo oOHHoo uHouuoo on» Eoum o>onm momusoo on» no umoza NIH coHumuuchHsma mOHHom menus mquumchuooO .o mINIH noHumocoEEooom oz mcoHumHom sansEEOO uo OHHnso .o ocoz coHumonoeeooom oz mnHuomoso .O NINIH coHumuumuausca ooHHoa mchaMHm .z ocoz GOHumOooEEooom oz mousmooouo noHusouoo .z onoz ooHumoooEEooom oz unmasoHooo HoGCOmuoo .H mINIH coHuHm IooEOO anHmcm onm mnHuHu3 uuooom mnHuHu3 uuooom .z NIH nonH>uoo5m OHmmo pom unoEommnmz HmGGOmuom Honnomuom uonuo msHmeuoosm .o N manHmus uouosuumnH HoGGOmuoo uonuo moHuosuumnH .H m mcoHumHom cmssz mom muooflnsm HmHooom soHuossm >u0mH>o4 couHuHO .z ocoz noHuonsm uusou mom cOHuoom HmmoH Houunou soomsvnHHoo .0 m muuooom soHumuoomoum mom monmuouoz pom oOHHoo Hmuono0 pom cOHumumoouo ommO .m m ammuu4 mo mzmq mumouu4 .m m OHmmmus Houusoo OHmmmus .o m ooHummHumo>cH noHumOHumo>oH oomom oEHuO .O m 3mn HmsOHusuHumnOO ousNHmm mom noumom .o m mosochoos Houumm Houumo .4 Ho>oH ooanmm4 EsHsOHuusO mxmms HmsoHuosuumoH. «.muoOHmmo mchHmus oOHHOm mo mcoHumosoEEooom coHusUHumsH mom EsHsOHuusU .OIs oHnms 105 .mxmmu ouHmccOHumoso OH one :H manHmuu uOm momusoo om poumHH unoEuumooo moHHoo ucHHm ons« NIH coHumuuchHEo4 mmochso mom .mumoocou o>HumuumHnHEO4 .nOHumuumHnHEo4 oOHHom mxmms mcHumOHouoou .0 mINIH monmoow OHHnoo onm mooHumHom .soHumuumHnHEO4 oOHHoo .mnoHumHom sansEEoo muHcseeou uo OHHnoo .o NIH mcHucsooo4 .GOHumuumHnHEo4 mmoOHmsm mnHuomoso .o NIH muomonou o>HumuumHsHEo4 mom I .moonuo2 noumomom .noHumuumHnHEO4 oOHHom mancmHo .z VIN mGOHuooquO mo zooHocHEHuO .mousoooouo ocm moonuo2 HHmo mousoooouo noHucouoo .2 NIH noHumuuchHeo4 oOHHOo mom muomonou o>HumuumHoHeo4 uomEsOHooo HoOOOmuoo .H mIN momma anHonm .mnHuHuS uuooom mo moonuo2 mnHuHuz uuooom .M mINIH mosochoms Homn0muom >u0mH>uooom .muooonou o>HumuumHnHEo4 uonuo monH>uoosm .o mINIH mcHnomos HoscOmuoo mo moonuo2 .chHuonsm unoEoouounm 3mH uonuo mnHuosuumsH .H mIN msoHumHom zuHGSEEOO pom .noHu ooHu Ionsm ucosuumooo oOHHoo .m3mH nmmHnOH2. Ionsm zu0mH>o4 coNHuHO .m OIOINIH zoooswnHHoo mo muoons mom omsmu .mumonowmo mo coHuHmoomHo .msmH oHHco>so Houuooo hooosooHHmo .0 noHumunomouo mINIH momma anHmnm .mcHuHuz uuoomm mo moonuo2 pom soHumumoouo omm0 .m m mousoooouo umouu4 pom umouu4 mo m3mH mumouu4 .m m Houucoo OHHHmus mo moonuo2 .mooo mHoHem> mumum .mmocmchuo NuHo Hopscoo outmmus .n vIN coHummouuousH mom manoH>uoucH .coHumm cOHu IHumo>nH mo mostnnoos .moumumuw nmmHnOH2 ImmHumo>oH onoom mEHuO .0 OIN GOHusuHumnou .m .D mam .3mH omm0 .mousumum smmHnOH2 ousNHmm mom noumom .o m Houumo mo momoousm mom mHHmO mcHHoomz uow ousoooouo Houumm .4 Ho>oH HmsoHu oosmHmm4 EsHsOHuuDO mnmms IosuumnH «.muoOHmHO osHsHmus oOHHoo mo mnoHumonoEEoomm noHusuHumnH mom ESHOOHuuSO .OIs oHnms Hit-I 1 106 .ouHmnnoHumosv onu mo mmoum xmmu onu OH mchHmuu uOm momusoo Nv ooumHH usoEuumooo oOHHoo mHno>HH ons« NIHIH coHumuumHanma muuHoa mxmms mmHumcucuooo .O «INIH poms mooHumHmm IoouOmom 3mg pom monou0 HHmEO mo mmoHOHoom manoEEoo uo OHHnoo .m vINIH moHUHuoHum osco>om pom mnHuosooo4 mnHuomosm .0 OINIH noumomom .ooHumuumHsHEO4 moonHmso mancmHm .z OINIH mooHonoo mousooooum ooHunouoo .2 OINIH noHumsHm>m Hooc0mumo .ucoEommnm2 oOHHoo HomesoHooo Honn0muom .H eImIN mcHHHoom mom .umEEmu0 .oHnmnmecoo mcHuHue uuooom .M «INIH oonm2 conHooo .MOOHonosmm OHmmo tunmE IooHo>oo o>Huoooxm mom suomH>uoosm .soHumo Honc0muom IHmHumuum HmHoom .mosmHnnoms m>HumuuchHEo4 uonuo mnHmH>uoosm .o vIN moH4 HmsmH>IOHos4 mom .mooHoHoom HonCOOuoo .monmoom OHHnso .mosochoos HmOOHumosom uonuo ocHuosuumnH .H v chHumHom nouHuHOImmoum oOH» Ionsm suOmH>o4 noNHuHO .2 OIOIN smoHonosmo OHmmm mom 3mH oHHco>so Houusou zucosooHHoo .0 coHumunomoum eImIN umEEmu0 .mnHHHoom .nOHuHmooEOO anHmom pom nOHumumoouo ommu .m «IOIN amouu4 mo moonuo2 .coHummou IuounH .noumom uon0mHum .umouu4 mo msmq mumouu4 .m eImIN cumumus ucHom .muuomom .mcHuoonHmom OHmmmus OHmmo .mpo0 OHmmmus Houucoo OHmmmus .o HIMIN oEHuO HO muooe Ion mom .oonoHom oOHHOm .mucHuouomnHm nOHumm .oocoOH>m mo :OHuooHHOO .oooomH>m mo m3mH IHumo>sH ocoom oEHuO .0 vaIN noumom mo moonuo2 .wunmuumz noumom .monoumow manuoosOO msmn ousNHmm pom noumom .m OIOIN mOHnum oOHHoo pom oH4IumuHm .moH>Huo o>Hmnow Ioo .mchHmus oncomoz .mmstnnoos Houumm Houumm .4 Ho>oH HmOOHu ooanmm4 EOHOOHuusu mxmms IosuumoH «.muoOHHmO mcHnHmus oOHHom mo mcoHumonoeeooom ooHusuHumnH pom EOHOOHquO .oIs oHnms 107 .coHumoHEuouoo Ho>mH HmnOHuosuumoH on» CH mom: on nmo ousuou mHn .uo>o3on .mHoonOm =moHonus ooucm>o4= 0cm =.oOH>uomIcH= =.0Hmmm= ooumOHonH sHouoE on “uouume poonnom uo momusoo mom umHH non OHU unoEuumooo oOHHoo xmo Hmzom onu Eoum umOHmmo mcHnHmuu onsa vIOIN soHumocoEEooom oz oxmms ocHumsHouoou .0 mooHumHom «IOIN coHumosoEEooom oz suHOOEEOO uo OHHnsm .o vaIN sOHumoooesooom oz mnHummosm .O vaIN oOHumonoEEoomm oz manomHo .z va noHumoooEEOoom oz mousmoooum noHucmuoo .2 va coHumocoEEoomm oz usoEmoHooo Honsomuom .H va noHumosoEEooom oz mcHUHuz uuooom .2 va noHumoomEEooom oz Hoos0mumm uonuo mnHmH>uoosm .o «In noHumocoeeooom oz Hono0muom uonuo mnHuosuumnH .H vaIH sOHumoooEEooom oz ooHuocsm su0mH>O4 soNHuHO .m eImIH coHumonoEEooom oz Houunou mosmsonHHoo .0 OIOIN ooHumonoeeooom oz cOHumunomouo onm noHumumomum omm0 .m vaIN ooHumoooEEooom oz mumouu4 .m «ImIN moHumosoEEooom oz Houusou OHmmmus .o «IOIN coHumonoEEOoom oz soHummHumo>nH osoom oEHuO .0 OIOIN soHumonoEEooom oz ousNHmm mom noummm .m va noHumonoEEooom oz Houumm .4 Ho>OH ooomHmm4 EoHsoHuusu mxmms HmnoHuOouumsH «.muoOHumo moHchus oOHHOo mo mcoHumocoaeooom noHusuHumsH mom ESHsOHquO .uus OHnms 108 H mosvHonoos o>Humuu IchHEO4 .monm2 nonHooo .mcoHumOHnsE Hocnomuom I800 .nonH>uoosm pom .uooEommcm2 Hooo0muoo uonuo mnHmH>uoo5m .b mINIH moH4 HmsmH>IoHos4 pom momma anHmnm HoGGOmuoo .moonuo2 ooHumosom .manHmus uouosuumcH uonuo msHuosuumcH .H OIN msoHumHom mmmuo .mnoHu noHu ImHom muHosEEOU .BmH oumum .mnoHumHom nmEdm Ionsm suOmH>o4 ooNHUHU .m H smoHonommo .mmusoooouo pom BmH oHHnm>sh mucosvcHHoo mo Houunou mom ooHucm>ouo .suoumHm HouunOO sooosvcHHoo .0 N momma anHmnm pom .moHHHoom .noHuHmooEoo anHmom .coHummHumo>cH HmcHEHuO .uusou nH mnHmmHumos oOHumuoomoum mom munoEoumum .mEHu0 mo munoeon .mstmuouoz pom OOHumumoouo omm0 .m m nOHummouuoucH .musooooum pom 3mg HmnHEHuO .umouu4 mo m3mH mumouu4 .2 O mnHuomOHmnm OHHmmus pom .mnH>Huo uHsmusm .oOOO oHOHno> .moonmcHouo .Houunou OHmmmus Houunoo OHmmmus .o m . BmH oumum .noHu ImmouuouoH .snomuoouono .msHunHuouomnHm .mocmoH>m mo cOHum>uomouo mom cOHuooHHOO soHumo .oEHuO mo muooEon .cOHummHumo>nH HmnHeHu0 IHumo>nH oooom oEHu0 .0 m monoumom mo moonuo2 mom .soHummouumucH .3mH HmooHusuHumnoo musNHom mom noumom .m m mcH>Huo pHsmusm onm o>Hmsomoo .OH4IumuHm .manHmus mEumouHm .omnmmooImHom .mosannoos Houumm Houumm .4 Ho>oH HmOOHu omanmm4 EsHsOHuuso mxmms IosuumcH .muoOHmmO manHmus oOHHom mo mcoHumonoEEooom mumeesm .O OHnms 109 H muooonoo o>HumuumHnHEU4 .nOHumuu IchHEo4 moonHmso .GOHumuumHsHEo4 oOHHom mxmms mcHumnHouooo .0 H unoeoouoOnm 3mg pom mcoHumHom mumHOom .mooHumHom OHHnso .mcoHumHom omesm manseeo0 uo oOHHoo .m H cOHumuumHnHEO4 mmoonsm .moHunsooo4 .unoEmomnm2 o>HumuumHnHEO4 mnHuomosm .O H moonuo2 noumomom ocm coHumuuchHEo4 mmonHmsm .ucoEmomcm2 o>HumuuchHsm4 .noHumuumHaHsmm mOHHom maucamHm .z mIH moonuo2 HHmo mom >OOHOOom .mousooooum mousomoouo soHuoouoo .2 mIH soHumsHm>m HocsOm Iuom .unoEommnm2 oOHHoo .mumo mcHNsHmn4 unmE>OHooo HonsOmuoo .H m mnHHHoom pom umEEmu0 .ooHuHm IOQEOO anHmsm .ommmo anHmnm .moonuo2 mcHuHuS uuooom .2 Ho>oH III HmnoHu Omanmm4 EsHsOHuuso mxmms IosuumoH .moauuuqoo .O mHmms 110 m soHummouuoucH .umouu4 mo msmn .mousoooouo mam 3mH Hmomewuu "mumOHmHo moHnHmus H mousoooouo ocm 3mH HmnHEHuO "muoumcaouoou mumouu4 .m m mcHummchnm II Omemus mom .mcH>Huo uHomuso .oooo oHOHno> .mooomcHouo awww .Houunou OHmmmus "muoOHmmo manHmus m oOHumuumHsHEO4 OHmmmuH "muoumnHouOOO Houvnou OHmmmus .o m 38H mumum 453 I ImmouuounH .snomumouono .mcHuoHuouomon .oooooH>m mo nOHum>uomoum pom cOHuooHHOUI .mEHuO mo muooEon .coHummHumo>oH HmsHEHuO "muouHmmo moHchus OIN noHummHuwo>anmoHEHu0 “muoumnmpuooo noHumm IHumo>nH ocoom mEHuO .0 m mcHnoumom mo moonuo2 I1 mom .oomummouuounH .3mH HmOOHuommuchO "muouHmmO manHmus m mousoomouo mom 3mH HmoHEHuU ”muoummmouooo ouoNMom mom noumom .o m mnH>Huo uHsm Iuso onm o>Hmnomoo .OH4 umuHm .manHmus mEumouHm .mmnouoo HHom .mosownnoos Houumo “mumOHmMO mcHsHmus mIN mcoHumumoo mom :OHumuuchHEo4 mOHHOo "muoumnaouoou Houumo .4 Ho>on HmsOHu mocmHmm4 SOHOOHuusU mnmms IosuumoH .mumOHHmo mcHnHmus oOHHOm mom muoumnHouOOO moooHom oOHHOm mo mcoHumonoEEOoom sumEEsw mo somHumoEOO .m oHnms 111 mINIH mmHa HmsmH>IoHcsa can mamas smHHmcm .moonuo2 soHumOsom .momnmmus uouosuumcH "muoOHmmo oanHmus H mcuxmmmm oHHnsm mom .manomos mo mmHoHooHuo .anHmnm "muoumnHouooo Honcomuoo uonuo mcHuomuumnH .H mIN mcoHumHom mmouo mom .mcoHumHom sansEEOO .3mH oumum .mooHumHmm omen: "muoOHmmo oanHmus N ooHuom>oum oEHuO 0mm usoenuo>o0 nH oHom .mcouHuHO 0cm .coHumuumHoHEo4 oOHHom ”muoumcHouoou . soHu Iosom suOmH>o4 smuHuHO .2 H (NmOHonozmm III I .mousooooum mom 3mH oHHco>sh .zocosv IcHHoo mo noHuco>ouo mom .Houucou .muoumHn "muoOHmMo mchHmus NIH II uusoo oHHno>oo mom oooo oHHno>sh .GOHuno>oum zonoovcHHoo "muoumnHouooo Houuc00 zooosocHHoo .0 N momma anHmcm pom mcHHHooO .soHuHmooEOO anHmsm .noHummHu Imo>oH HmCHEHuO .uusOO cH ocHzmHumos mom mucosoumum .oEHumMo munoEmHm.mcHnmuouoz "mumOHMM© ooHsHmum N oocooH>m 0cm mousmoooum HmnHEHuo ”muoumsHouooo sOHumunomoum mom ooHumumooum omm0 .m Ho>oH HmnoHu OocmHmm4 EsHsOHuusO mnmms Iosuumou .oossHunoo .m oHnms 112 H moonuo2 noumomom pom .ooHumuumHoHEo4 mmmonsm .uooE Iommnm2 o>HumuumHnHEO4 roomumupmHnHEp4 oOHHoo "mumonmo momnHmus H ooHumuumHnHEo4 OOHHOm "muoumnHouoo0 mochmHo .z OIH moonuo2 HHmo 0cm smoHonom .mouooooouo "muoOHmmo ochHmus m mooHuoouuoo ou OOHuOsoouuoH "muoumoHouooo mousoooouo QOHunouoo .2 OIH noHumsHm>m Hoodoo Iumo .ucoEommnmz oOHHom tmumo mnHuhHmc4 ”muoOHmmO oanHmus N coHumNHnmmuo pom GOHpmuumHnHEo4 mOHHoo "muoummHouooo unoEMonoo Hoocomuom .H m mnHHHomm Onm .umeemu0 .ooHuHmooEoo anHmnm .ommmo anHmcm .moonuo2 "muoOmeo mnHonus m coHuHm IooEOO anHmnm pom rcoHummHumo>cH HmcHEHuO "muoumcHouoou mchHuB uuomom .2 H mosUHnnoos COHumuumHoHE©4 rmcH2m2 nonHooo .mcoHumo IHnSEEou .conH>uoosm .uoofiommnm2 HoGOOmuom "muoOHmmo moHnHmus N mmwchus mHnmuoOmoq "muoummHouooo Honn0muom uonuo mchH>uoosw .b Ho>oH HmGOHu omanmm4 EDHSOHquU oxmms IosuumnH .mmsmHunoo .m 6Han 113 H mumoocou o>HumuumHnHeo4 mom .noHumuu IchHEp4 mmonHmoo .ooHumuumHsHEo4 oOHHoo "muoOHmmo mnHonus mIH noHumuumHoHEO4 oOHHOo "muoumnHouooo mxmms moHumusuoou .0 H usoeoouoHom BmH mom . summoom .moOHumHom OHHnso .mnOHumHom omesm "muoOHmmo mchHmus N moOHumHom mansEEOO oOHHoo 0cm .unofioouoHom 3mH .ooHumuuchHeo4 oOHHom “muoumnmmuoou mnoHumHom zanoEEOU uo oOHHoo .o H coHumuumHsHEO4 moonHmsm .moHucsOOO4 .uooEmomnm2 o>HumuumHnmEo4 "muoOHmmo moHnHmus H noHumuuchHEo4 oOHHoo "muoumanummw mmHummosm .o Ho>oH HmsoHu ooanmm4 EDHSOHuusO mxmms IosuumsH .OmscHucoo .m mHmms 114 Table 9 has presented a comparison Of the subject matter and instructional institutions to train police per— sonnel for the tasks listed in the questionnaires. Although the information was subjectively derived from information contained in the instruments, it will be presented in the final chapter for the courses and instructional levels for the training of the different role levels. It is not that the subject matter itself is questionable, but the manner in which it was derived. The information was not derived in the pattern stipulated by the research design. It is, there- fore, of questionable validity. The final chapter pulls together all of the infor- mation gathered in an attempt to indicate the role levels defined by the respondents, and also recommends subject matter content for training these role levels in their tasks. Appropriate educational institutions for offering this subject matter also are indicated. The previous statements relative to the accuracy of the information must be borne in mind. CHAPTER V RECOMMENDATIONS AND CONCLUSIONS The previous chapters in this investigation were an attempt to allow in-service police officers and persons responsible for police training to give direction for training police Officers. It was assumed that these per- sons would be the best sources possible for the task. It was additionally assumed that the direction that they could provide would be instrumental in improving police training. With this purpose in mind, a research design and appropriate instruments for eliciting the necessary information were developed. The in-service police personnel responded to a questionnaire develOped to determine their role level and the tasks connected with that role level. The training group was to respond to a questionnaire that would indi- cate the subject matter apprOpriate for improving skills in the task areas indicated in this questionnaire. These same individuals were to recommend instructional institu- tions which they felt could most adequately present the subject matter indicated. The information Obtained from these sources would ultimately serve as the basis for es- tablishing three role levels within the police agency, identifying the tasks of these roles, the training courses 115 116 necessary to provide skill in the tasks and the appropriate institutions for offering the subject matter content. CONCLUSIONS It was anticipated that there would be 54 responses at each of the three role levels from.in-service police personnel. The numbers responding were as follows: patrol, 28; supervision, 20; and administration, 19. It is hardly necessary to point out the inconclusiveness of such a small number of returns for the population under consideration. A number of attempts were made to improve this reSponse, but to no avail. Since the investigation was intended only to give a direction toward improving police training, the small return was not considered to be sufficient to discon- tinue the project. The same small number of responses (14 Of 49) to the questionnaires sent to the training group was realized and did not improve with additional contacts with the institutions. This factor has led to the conclusion that the personal interview would have been a much better method for gathering this type of information. Should a questionnaire method be the only alternative, the investi- gator shOuld administer it personally. This would allow him to be sure that appropriate information is given for the questionnaire items. This investigation attempted to overcome the problem through eXplicit instructions to the persons administering the instrument and through individual 117 instruction sheets with each questionnaire form. This ap- proach did not prove fruitful. The investigator could also collect the questionnaires as they are completed and avoid discarding imprOperly filled out forms. This approach will improve the number and caliber of returns. There were other problems which arose in handling the returns that related to the information request format. It appears that the Open-ended question is a poor form for eliciting information about subject matter and instructional level. The investigator would do well to generate this information from a review of the literature and force the respondent to make a single choice. In handling the returns in these areas it was almost impos- sible to determine what the respondents were indicating. As a result, there could be no strict adherence to the 60% cut—off point required by the research design. It is well that the investigation was concerned only with directions for improving training, otherwise the project would have been forced to a halt at the data return stage. It can be seen in the following sections that even with the problems encountered, there is some agreement as to direction for police training. Role and Task The roles of police personnel found substantial agreement among the responding police officers. There was a tremendous consensus as to the overlapping of the role 118 level of supervision with the other two levels. In the 19 tasks of the questionnaire there was only one that was con- sidered the responsibility of all three levels; this was the task of advising citizens. Supervision, being the middle role level, was given only one task that was their respon— sibility alone. Only one administrative task was not also the responsibility of supervision. The patrol level found only two tasks that did not include supervision; these were traffic control and supervising detained persons. The super- visory level shares the responsibility with either the patrol level or the administrative level for all other tasks listed on the questionnaire. It should be explained at this point that the task item, regulating licensed businesses, was not considered the task of any of the three role levels. Table l in Chapter four gives a breakdown of the role align- ment and their tasks. From this table it is indicated that if supervision is given the responsibility of budgeting the funds of the unit or department, personnel role levels could be limited to two instead of three. They would be patrol and supervision or administration. The roles of supervision and administration seem to be analagous except for the single instance of budgeting, if we give the patrol level responsibility for the tasks indicated as patrol and patrol-supervision. Such a designation will have important implications for training in the recommendation section of this chapter. The tasks assigned to role levels were based upon a 60% or better indication of the total number of 119 respondents in the three role levels. Table 1 gives the following role level task assignments. Patrol: 1. Traffic Control 2. Transporting Prisoners Supervision: l. Supervising Detained Persons Administration: 1. Budgeting Funds of Department or Unit Patrol-Supervision: . Patrol . Search and Seizure . Crime Scene Investigation Arrest of Violators Testifying in Court Delinquency Control . Report Writing \lO‘LflIhWNH C Supervision-Administration: . Training Other Personnel Supervising Other Personnel Assigning Personnel Planning Work for Personnel and Units Public or Community Relations Coordinating Tasks of Units or Divisions O‘U‘lbWNl-J Patrol-Supervision-Administration: l. Advising Citizens The data have indicated six instead of three role levels. The first three and the last levels contain less than one-third of the total number of 18 tasks. It would, therefore, seem prudent to include them in one or the other of the two remaining role levels, rather than to train separately for them. Having designated the role levels and tasks as indicated by the data, one can move on to the areas of subject matter and instructional level. 120 Curriculum and Instructional Level In the handling of these areas there were a number of courses listed which properly fall within the province of another general course. This section combines such por- tions of a general course under the more general course heading. The same type of problem existed in the area of instructional level. In a number of instances the police training officer and the police science coordinator indi- cated the same instructional level; in addition, one or the other also listed a second choice. These situations were resolved by assigning the level most frequent in the cate- gory. Where there was no clearly indicated frequency for one level, both were given and are resolved finally in the recommendation section. The following is the information indicated by the data compiled from the returns Of the police training officers and the police science coordina— tors (See Table 9). Patrol: 1. Police Administration and Operations 2. Self-Defense 3. Firearms Training 4. First—aid 5. Defensive and Pursuit Driving The instructional level recommended was the police academy (3) . Search and Seizure: 1. Criminal Law 2. Constitutional Law 3. Interrogation and Methods of Search The instructional level recommended was the police academy (3). 121 Crime Scene Investigation: 1. Criminal Investigation 2. Elements of Crime 3. Collection and Preservation 4. Fingerprinting 5. Photography 6. Interrogation 7. Local Statutes The instructional level recommended was the police academy (3). Traffic Control: 1. Traffic Administration 2. City Ordinances 3. Vehicle Code 4. Pursuit Driving 5. Traffic Engineering The instructional level recommended was the police academy (3). Arrests: 1. Criminal Law and Procedures 2. Laws of Arrest 3. Interrogation The instructional levels recommended were both the four-year institution and the police academy (1-3). Case Preparation and Presentation: \JO‘U‘IbWNH o o o o I o o The Criminal Procedures Evidence Notetaking Statements and Testifying in Court Criminal Investigation English Composition English Usage and Spelling instructional level recommended was the two-year institution (2). Delinquency Control: IbNNI" The Delinquency Control Juvenile Code and Court Prevention of Delinquency Psychology instructional level recommended was the four- year institution (1). 122 Citizens Advisory Function: . Police Administration . Human Relations . Community Relations . Press Relations IbLAJNH The instructional level recommended was the two- year institution (2). Instructing Other Personnel: 1. English 2. Principles of Teaching 3. Public Speaking 4. Instructor Training 5. Audio-Visual Equipment The instructional level recommended was the four— year institution (1). Supervising Other Personnel: 1. Leadership Training 2. Personnel Management 3. Supervision 4. Communication 5. Decision Making 6. Administrative Techniques The instructional levels recommended were both the four-year and two-year institutions (1-2). Report Writing: 1. Criminal Investigation 2. English Composition 3. Spelling The instructional institution recommended was the police academy (3). Personnel Deployment: 1. Police Administration and Organization 2. Analyzing Data The instructional institutions recommended were the four—year, two-year institutions and the police academy (1-2—3). Detention Procedures: 1. Introduction to Corrections 2. Jail Procedures and Methods The instructional level indicated was the four- year (1). 123 Planning: 1. Police Administration 2. Administrative Management 3. Business Administration 4. Research Methods The instructional level recommended was the four- year institution (1). Budgeting: -1. Police Administration 2. Administrative Management 3. Accounting 4. Business Administration The instructional level recommended was the four- year institution (1). Police or Community Relations: 1. Police Administration 2. Law Enforcement 3. Police-Community Relations 4. Human Relations The instructional levels recommended were both the four-year and two—year institutions (1-2). Coordinating Tasks: 1. Police Administration 2. Business Administration 3. Administrative Concepts The instructional institution recommended was the four-year institution (1). The listing of the previous role levels and tasks, With the above subject matter and instructional institutions, leads to the point where role levels, tasks, and instruc~ tional approaches for police training can be recommended. RECOMMENDATIONS The procedures for making recommendations is one of uSing the information presented by the sample groups. The 124 first of these recommendations deals with the data elimina- tion of one of the role level tasks. The task item elimi- nated dealt with regulating licensed business places. It could be that this item was misinterpreted by the respond— ents, especially if they did not refer to the definition included. Also, the respondents could have viewed this item as being in the jurisdiction of another agency. None- theless, the item was excluded and remains so. The exclusion of the task, regulating licensed businesses, leaves a total of 18 task items for police personnel operations. These 18 tasks must be aligned with the appropriate role level for training purposes. The data, while listing six role levels, seemed to imply that only two levels have enough tasks to requirethe training Of a significant number of personnel for any length of time. On this basis it is concluded that there are only two role levels and the tasks of the other four can be in- corporated into the training for them. This conclusion indicates that the original assumption of this study was wrong in stating that there were three role levels. The three role levels of patrol, supervision, and administra- tion should be replaced. The recommended role levels are Patrol and management. These two role levels cover all of the tasks listed in the questionnaire. The level of patrol is retained because of the large number of personnel operating at that level and the number of tasks that are included. The training of this 125 level is also important to improved police performance be- cause this role level has the most contact with the public. Fosdick states it in the following manner. The The . . . The heart of police work is the contact of the individual policeman with the citizen . . . Nearly all police activity is initiated in the field away from headquarters and stationhouses. The action that is first taken by the policeman of lower rank, operating independently, must, in each case remain the founda- tion of the department's action. é tasks of the patrol level will include the following: Traffic Control Transporting Prisoners Patrol Search and Seizure Crime Scene Investigation Arrest of Violators Citizen Advising Function Delinquency Control Report Writing. \DQQONUIQWNH role level will include all personnel with a rank under that of sergeant. Some of the tasks enumerated here for the the patrol level were also indicated as being the tasks of supervisory level. Since the supervisory level needs these skills they will acquire them while they are working at the patrol level. The present promotional pattern for Police personnel requires that they serve some time at the Patrol level prior to promotion. Therefore, there is no PrOblem about the other level acquiring training necessary for the role in this area. In order that the patrol level can perform these tasks, the following curricular content will be offered for each of the patrol level tasks at the inStructional institution indicated. 52Fosdick, op. cit., pp. 305-306. Email - :51 126 Curricular Instructional Content Institution 1. Traffic Control Traffic Administration, City Ordinances Police Vehicle Code, Pursuit Driving, and Academy Traffic Engineering 2. Transporting Prisoners No Curriculum Recommended (See Detention Police Procedures, p; 122) Academy 3. Patrol Police Administration and Organization, Police Self-Defense, Firearms, First-aid Academy 4. Search and Seizure Constitutional and Criminal Law, Inter- Police rogation and Methods of Searches Academy 5. Crime Scene Investigation Criminal Investigation, Elements of Crime, Police Collection and Preservation of Evidence, Academy {fingerprinting, Photography, Local Statutes 6. Arrest of Violators Criminal Procedures and Laws of Arrest Four-Year 7. Citizen Advisory Function Human Relations, Community Relations, Two-Year Press Relations 8. Delinquency Control Juvenile Code and Court, Prevention of Four-Year Qfiiinquency, Psychologyy 9. Report Writing EnGlish Composition and Spelling Police Academy 11.. h M. .J .‘H ,. t “ r 127 It should be noted that in item two it was pre- viously indicated that no specific recommendations would be made for transporting prisoners as it relates to cur- .riculum. This item and the item, supervising detained persons, are included under the single heading of detention procedures for curriculum purposes. The reader is there- fore referred to the curriculum recommendations on page 122 listed under detention procedures. There are only three tasks-~arrest of violators, citizen advisory function, and delinquency control-—that are recommended for instruction at other than the police academy. On the basis of this information, it might be well to offer the total program for this level at the police academy and bring in instruc- tors from the higher education institutions to teach these courses. The role level of management, which includes all ranks of sergeant and above, will have the following tasks. 1. Supervising Detained Persons, i.e., Detention Procedures Budgeting Funds of Department or Units Training Other Personnel Supervising Other Personnel Planning Work for Personnel and Units Public or Community Relations Coordinating Tasks of Units or Divisions Case Preparation and Presentation Personnel Deployment. madame-mu The management level includes all ranks not included at the Patrol level, sergeant through chief. Once an officer leaves the patrol level, he can expect to spend the rest of his career as a part of the management team of his organi- zation. He must have the skills necessary to perform the 128 tasks that are assigned to him at his role level. Present day police organizations usually promote from within their owmaranks. Training at the patrol role level does not pre- pare a man for the management role level. Therefore, at the initial step of the management level personnel must be 'prepared for their management role. The following subject :matter and institutions have been recommended for training at the management role level. Curricular Instructional Content Institution 1. Supervising Detained Persons (See curriculum for Detention Pro— Police sefiureS. p. 122) Academy 2. Budgeting Funds of Department or Units Administrative Management, Accounting, Four—Year Egsiness Administration 3. Training Other Personnel Principles of Teaching, Public Speaking,~ Four-Year Instructor Training, Audio—Visual Aids 4. Supervising Other Personnel Leadership Training, Personnel Management, Supervision, Communications, Decision Making, Four—Year ééflgnistrative Techniques 5. Planning WOrk for Personnel and Units Eéfigarch Methods Four-Year 6. Public or Community Relations Law Enforcement and Police-Community Four-Year BEiEEions 129 Curricular Instructional Content Institution 7. Coordinating Tasks of Units or Divisions Administrative Concepts Four-Year 8. Personnel Deployment AnalyzingyData Four-Year 9. Case Preparation and Presentation Notetaking, Statements and Testifying Two-Year in Court It should be observed that there are nine tasks for each of the two role levels. This is due to the split- ting of detention procedures into the tasks of transporting prisoners at the patrol level and supervising detained persons at the management role level. For curriculum rec- ommendations there are still only 17 tasks. The tasks are almost evenly distributed between the two role levels. In the management role level recommenda- tions for the instructional institution are all for the four-year organization, with the exception of two cate- gories--one and nine. For this reason, and the types of subject matter indicated, it might be well to offer both of these courses at the same organization, either the two- year institution or police academy. The management role level should be trained at the four-year institution. 1 3 0 SUMMARY The police personnel role levels have been identi- fied, the tasks have been related to the role levels, and for each of the tasks at each role level a training our- riculum and educational institution have been recommended. A direction that is different for police training has been indicated on the basis of the original assumptions of this study. Although the problems of role, task, curriculum, and educational organization may not have been resolved with any great clarity in this study, the recommendations of the respondents have indicated a need for a new direc- tion. Those who would pursue this type of investigation in the future should seriously consider the kinds of problems encountered related to the data gathering design, and seek to avoid them. Greater care should be exercised in controlling the types of answers solicited from res- pondents. A more sophisticated method of analyzing data should be included in the research design. If at all possible, forced choices should be made by respondents in all of the areas instead of just the role, tasks, and instructional institution areas. Respondents should choose from a list of recommended courses and have the Option of adding others rather than being left to their own devices. Finally, the respondents should be selected by the re- searcher. The benefits that he will derive from this 131 methodology will more than make up for the disadvantages of such an approach. This type of an investigation will require a good deal of time and personal contact with all respondents in order to be most effective. A more tightly controlled and statistically oriented research design will lead to more concise and clear conclusions from the data. BIBLIOGRAPHY BIBLIOGRAPHY Advisory Board on Police Standards and Training. Annual Report 1963. Salem, Oregon: State of Oregon, 1963. Ashby, Eric. Any Person, Any Study. New York: McGraw- Hill Book Company, 1971. Baehr, Melany E., Furcon, John E. and Froemund, Ernest C. Psychological Assessment of Patrolman Qualifications in Relation to Field Performance. Washington, D. C.: Superintendent of Documents, November 5, 1968, 7-11. Biddle, Bruce J. and Thomas, Edwin J. Role Theory: Con- cepts and Research. New York: John Wiley and Sons, Inc., 1966. Bimstein, Donald. "Improving Departmental Training Programs.‘ Police, Vol. 15, No. 5, May-June, 1971, 23. Bressler, Marvin. "Sociology and Collegiate General Edu- cation." In The Uses of Sociology, Paul F. Lazerfeld, et al. (eds.). New York: Basic Books, 1967. Cray, Ed. The Big Blue Line. New York: Coward McCann, 1967. Derning, Don R. 1970 Annual Report. Springfield, 111.: The Illinois Local Government Law Enforcement Officers Training Board, 1971. Detroit Police Department. "Recruit Curriculum. Unpub- lished and undated schedule of the Detroit, Michigan Police Department. Ferris State College. School Bulletin 1971-72. Vol. 47, No. 8, Big Rapids, Michigan. Fosdick, Raymond B. American Police Systems. New York: The Century Co., 1920. Frost, Thomas M. A Forward Look in Police Education. Springfield, 111.: Charles C. Thomas Publishing Co., 1959. 132 133 Fuld, Leonhard F. Police Administration. New York: G. P. Putnam's Sons, 1909. Getzel, J. W. and Guba, E. G. "The Structure of Role Con- flict in the Teaching Situation.” Journal of Educa- tional Sociology, Vol. 29, 1955, 30340} Gogebic Community College. Annual Bulletin 1969-70, Catalog No. 38, Ironwood, Michigan. Goldstein, Herman. "Police Policy Formation: A Proposal for Improving Police Performance." Michigan Law Review, April, 1967, 1123-46. Grammage, Allen Z. Police Training_in the United States. Springfield, 111.: Charles C. Thomas PubliShing Co., 1963. Green, Ralph, Schaeffer, Geraldine and Finckenauer, James O. Law Enforcement Training Project-:Survey of Community Expectation of Police Service: A Pilot Study--First Report. New Jersey Police Training Commission, January, 1969. International Association of Chiefs of Police. "The Number One Problem." The Police Chief, Vol. 37, No. 8, August, 1970, 16-17. . "Met Fund Initiates Training Study." The Police Chief, Vol. 32, No. 6, August, 1963, 22. Kahn, R. L. "A Comparison of Two Methods of Collecting Data for Social Research: The Fixed-Alternative Ques- tionnaire and the Open-Ended Interview." Unpublished Doctoral Dissertation, University of Michigan, 1952. Kennedy, Stephen P., Justice. A 1958 quote. U. 8. Com- mission on Civil Rights Report, Bk. 5. Washington, D. C.: U. S. Government Printing Office, 1961. Kornhauser, Arthur. "Outline of Procedure in Questionnaire Construction." In Research Methods in Social Relations, Vol. II. Marie Jahodie, et al. (eds.). New York: Dryden Press, 1951, 423-62. Lansing Community College. Prospective Student Information, 1970-72, Catalog No. 11, Lansing, Michigan, September, 1970. Locke, Bernard and Smith, Alexander. "Police Who Go to College." In The Ambivalent Force: Perspectives on the Police. Niederhoffer and Blumbers, eds. waltham, Mass.: Ginn and Company, 1970. 134 Marks, E. S. and Mauldin, W. P. "Response Errors in Census Research." Journal of American Statistical Associa- tion, 1950, 424-38. Michigan Municipal League. Salary, Wages, and Fringe Bene- fits in Michigan Municipalities Over 4,000. Ann Arbor, Michigan, 1970. Michigan State University. University Catalog 1970, Vol. 64, No. 6, December, 1969. ‘ Mid-Michigan Community College. Catalog 1970-71, Harri- son, Michigan. McManus, George P.,et a1. Police Tgaining and Performance Stud . Washington, D. C.: U. S. Government Printing Office, September, 1970. Olivet College. Catalgg 1971-72, Olivet, Michigan. Oppenheim, A. N. gpestionnaire Design and Attitude Measurement. New York: Basic Books, 1966. Pfiffner, John M. and Sherwood, Frank P. Administrative Organization. Englewood Cliffs, N. J.: Prentice-Hall Inc., 1960. Skelly, John F. "Portrait of a Precinct." Master's Thesis, John Jay College of Criminal Justice, The City Uni- versity of New York, January, 1969. Sheehan, Robert. "Police Education and Training." Pre- sented at the Tufts Assembly on Massachusetts Govern- ment, Tufts University, 1968. Smith, Alexander B. and Pollack, Harriet. «Crime and Jus- tice in a Mass Society. Waltham, Mass.: Xerox College Publishing, 1972. Terris, Bruce J. "The Role of the Police.“ Annals of the American Academy of_Political and Social Science, Vol. 374, November, 1967, 67-68. The President's Commission on Law Enforcement and the Ad- ministration of Justice. The Challenge of Crime in a Free Society. Washington, D. C.: U. 8. Government Printing Office, 1967. Tracy, Charles A. "Law Enforcement Baccalaureate Education in Southern Oregon." Police, Vol. 15, No. 6, July- August, 1971, 39-43. 135 "Survey of Criminal Justice Subject-Matter Baccalaureate Programs." Journal of Criminal Law, Criminology and Police Science, Vol. 61, No. 4, December, 1970, 576-79. Wilson, James O. Varieties of Police Behavior. Cambridge, Mass.: Harvard University Press, 1968. APPENDICES APPENDIX A MICHIGAN STATE UNIVERSITY CRIMINAL JUSTICE PROGRAM SCHOOL OF CRIMINAL JUSTICE College of Social Science Michigan State university East Lansing, Michigan FACULTY Professors: A. F. Brandstatter, M.A., Director Frank D. Day, J.D. W. A. Goldberg, Ph.D. Louis A. Radelet, M.A. Victor G. Strecher, Ph.D. (On leave) Ralph F. Turner, M.S. Leon H. weaver, Ph.D. Associate Professors: Robert E. Gustafson, Ph.D. Joint Appointment with Continuing Education Services John H. McNamara, Ph.D. Robert C. Trojanowicz, Ph.D. Assistant.Professors: William G. Hegarty, M.S. Marvin I. Zalman, J.D. Instructors: David G. Epstein, M.S. (Temporary) Winston A. Gibson, M.Ed. Larry T. Hbover, M.S. (Temporary) William G. Horn, M.S. Roger 0. Steggerda, M.S. (Temporary) Calvin J. Swank, M.S. 136 3/72 Michigan State University St. John's University Northwestern University University of Notre Dame washington University University of Southern California University of Illinois Michigan State University University of California, Los Angeles Michigan State University Michigan State University Brooklyn Law School Michigan State University University of Cincinnati Michigan State University Michigan State University Michigan State University Michigan State University 137 SCHOOL OF CRIMINAL JUSTICE College of Social Science Michigan State University East Lansing BACHELOR AND MASTER OF SCIENCE PROGRAMS The preservation of the peace, the prevention of crime, the protection of life and property, the safeguarding of civil rights, and the maintenance of social order with Justice and freedom for all are essential to the functioning of a democratic society. To provide for this peace, security, safety, and freedom, public and private agencies at the local, state and federal levels are engaged in activities designed to enforce laws; prevent crime and delinquency; rehabilitate offenders; provide safety and security in industrial, commercial, financial organizations; promote highway safety;and to emphasize total com- munity responsibility in these goals. The school provides professional education to prepare students for careers in public and private service identified with the administration of criminal Justice. The maJor curricula, predicated on a broad general education, is designed to give a strong orientation in law enfbrcement administration, security administration, and.correctional administration. Areas of study such as criminalistics, delinquency prevention and control. and highway traffic administration are also available. The program.is offered in cooperation with selected public and private agencies to promote services and research in the areas of mutual concern, which in turn enhances effective community relations in the administration of criminal Justice. 138 UNDERGRADUATE PROGRAM Admission Individuals pr0posing to maJor in this school must meet all the require— ments for admission to Michigan State University. Applicants should possess the physical qualifications, personality and adaptability required for the specific field in which they plan to concentrate their studies. A core program, consisting of offerings from.University College, other departments and colleges of the University, and specific basic courses in this school has been established. Students are required to take a number of prescribed depth courses to provide further background in their chosen field of study. These courses are selected by the student with the advice and consent of the student's academic advisor. A criminal Justice practicum (field service training) of one-term duration is especially arranged to meet the needs of the particular maJor interest of the student. It is a valuable contribution to the educational experience of the student. This off—campus practicum is optional fer all students during their senior year. Students are expected to meet any increased living costs. All students under 21 years of age must obtain the consent of parent or guardian prior to participating in the practicum. SCHOOL CORE PROGRAM Credits CJ 110 Introduction to Criminal Justice . . . . . . . . . . . h CJ 230 Administrative Theory in Criminal Justice . . . . . . 5 CJ 355 Delinquency Prevention and Control . . . . . . . . . . 5 CJ 368 Correctional PhilOSOphy, Theory, and Practice . . . . 5 CJ 375 Criminal Law . . . . . . . . . . . . . . . . . . . . A CJ A92 Methods of Criminal Justice Research . . . . . . . . 5 CJ A99 Seminar in Criminal Justice . . . . . . . . . . . . . 5 139 The student who selects police science (criminalistics) as his specialty is exempted from the above school core, since the criminalistics program relies heavily on courses in chemistry, physics, and mathematics. A special program is designed to fit the police science student's needs. In addition to the school core program, a student is required to enroll in depth courses in his area of interest. A list of courses comprising the requirements and electives of each area of Specialization may be secured from the School of Criminal Justice. Those planning part of their university education elsewhere should secure these lists so that they may take courses applicable to the requirements of their field of study. GRADUATE PROGRAM The School of Criminal Justice represents the embodiment of new concepts in the administration of criminal Justice and provides a means to their implementation. The administration of criminal Justice is viewed as one continuous integrated process from prevention of crime through release from all legal supervision with a common focus upon the prevention and control of legally prohibited deviant behavior. The master's program of the school is designed to further the capacities of career people in criminal Justice administration (police administration, criminalistics, prevention and control of delinquency and crime, highway traffic adminis- tration, correctional administration and security administration.) Admission While an undergraduate degree comparable to that offered by this school is not required, the applicant must have a background essential 140 to the successful pursuit of graduate work. Students who have their bachelor's degree in a field other than criminal Justice may have to spend an extra term or two taking courses or pursuing individualized study to satisfy knowledge requirements. All applicants must have at least 18 credits of undergraduate work in political science, public administration, economics, sociology, psychology, anthrOpology, history, social work, or any combination of these. For the prevention and corrections programs, at least 9 of these credits must be in sociology, psychology, social work, or any combina- tion of such courses. Criminalistics maJors must have the required undergraduate natural and physical science courses. Regular Status: 1. A bachelor's degree from an accredited institution. 2. An undergraduate average of 3.2 (3+) or above. 3. Acceptable scores on the Graduate Record Exam, Parts I and II. A. Evidence of personal traits and characteristics considered necessary for the successful completion of graduate program. Provisional Status: Applicants having an undergraduate average of 3.0-3.2 may be admitted provisionally. Such provisional status should be removed within the first two terms of enrollment. Regular standing will not be granted until the student has completed at least 12 credits of approved graduate work with an average of 3.2. Such status must be removed before the student will be considered a candidate for the degree. 141 Specific Requirements A minimum of one year of full-time academic work after a bachelor's degree is required for the master's degree. The school offers two programs in order to meet the needs of the field. These have the following requirements: ”A" Program for Master of Science Degree, School of Criminal Justice. ‘1. Course Requirements: A. B. Forty—five acceptable credits beyond undergraduate degree. A minimum of twenty-three of the forty-five credits must be numbered 800 or above. All students must take the "CJ Graduate Cars." That core includes Advanced Criminal Justice Administration (CJ 812), Administration of Criminal Law (CJ 870), Seminar in Deviant Behavior (CJ 875), Problems and Techniques of C.J. Research (CJ 493 - effective Fall l972), and Thesis Research (6 credits). Students in the individual study areas may be required to take other courses as indicated by their advisor. All students who have not taken equivalent courses at the undergraduate level will be required to take a basic Criminology course (Soc. 335) and a Research Methodology course (CJ 492) II. Thesis Requirements: A. A thesis is required. III. Other Requirements: A. l A final examination is required. (“ay be oral or written.) "8” Program for Master of Science Degree, School of Criminal Justice. 1. Course Requirements; A. B. Forty-eight acceptable credits beyond undergraduate degree. A minimum of twenty-five of the forty-eight credits must be numbered 800 or above. All students must take the "CJ Graduate Core.” That core includes Advanced Criminal Justice Administration (CJ 812), Administration of Criminal Law (CJ 870), Seminar in Deviant Behavior (CJ 875), and Graduate Paper Research (2 credits). Students in individual study areas may be required to take other courses as indicated by thc~adViSOr. 142 D. All students who have not taken an equivalent course at the undergraduate level will be required to take a basic Crimino- logy course (Soc 335) and a Research "ethodology course (CJ 492). 11. Graduate Paper and Presentation Requirement A. Each student will be required to prepare a graduate paper on an appronriate subject. R. Each student will be required to make a formal oral presen- tation of this paper before an examining board. This board will also question the candidate at their discretion immedi- ately following this presentation. Academic Standards Candidates for the master's degree shall earn a minimum of 3.0 (B) in order to qualify for the degree. Failure to maintain an average of 3.0 (B) will result in a request to withdraw from this school. Residence requirements, transfer credits, and time limits for the degree are in accordance with all University regulations. SCHOOL OF CRIMINAL JUSTICE College of Social Science Michigan State University 143 East Lansing, Michigan h8823 110. Introduction to Criminal Justice Fall, Winter, Spring. h(h—O) Agencies and processes involved in the administration of criminal Justice—- the legislature, the police, the prosecutor, the courts and corrections. Problems of law enforcement in a democratic society. 225. Police Science Laboratory (31h.) Fall, Winter, Spring. h(o—3) General course in laboratory techniques. Photography, recording of a crime scene, collection and preservation of evidence, and fingerprinting. 230. Administrative Theory in Criminal Justice (130.) Winter, Spring. 5(3-h) Exposition of theories and research relating to organization and management, and their applicability to criminal Justice agencies. 2&5. Highway Traffic Administration (hh5.) Fall. 5(5—0) Examination of 0.8. transportation system, emphasizing efficient safe operation. Activities and agencies concerned with increasing efficiency. System's development, components, social, economic and political impacts. Survey of present and future needs. 2H6. Highway Traffic Administration II Winter. 5(h-0) Organization fOr traffic control, accident investigation, traffic flow regulation, and accident analysis and interpretation. Survey of traffic law, as related to administration. Violation bureau and traffic court administration. EAT. Highway Traffic Administration III Spring. 5(h-O) Highway traffic education at the elementary, secondary and adult levels of instruction. Communication aspect of highway traffic administration. Public support organizations. Motor vehicle fleet safety programs. Traffic safety research. 144 318. The Police and Community Relations (323.) Fall, Winter, Spring. h(h—O) An interdisciplinary survey of the field of police and community relations emphasizing police administrative responsibility, with special attention to the police role in community relations tension and conflict. 327. Police Science Laboratory II (315.) Winter. 3(0-6) 225 or approval of school. Continuation of 225, including the studies of firearms, hair, microscOpy and chemistry. 328. Police Science Laboratory III Spring. 3(0-6) 327 or approval of school. Continuation of 327, including serological examination of minute pieces of evidence, documents, and instrumental analysis. 335. Police Administration I (235. A11.) Fall. 5(h-1) Principles of police administration and organization; administration of staff units; function and activities of police agenices. 336. Police Administration II (236, AlO.) Winter. 5(h-l) Administration of police line Operation; including patrol as the basic operations of the police function, investigation, Juvenile, traffic and special operational units. Liaison between units, enforcement policy, manpower distribution, and analysis of operations. 355. Delinquency Prevention and Control (h51.) Fall, Spring. 5(h-1) Problem of Juvenile delinquency, theories of causation and prevention programs. Police prevention programs, Juvenile courts, institutional treatment, community resources fOr prevention, Federal and state programs. 356. Organization and Administration of Delinquency Prevention Programs (h52.) Winter. 5(h-l) Prevention programs in general. Police prevention programs-~historical development, present status, organization and administration, areas of operation, personnel, training, relationship to other agencies. Application of organizational scheme to other programs. 145 368. Correctional Philos0phy, Theory and Practice (h60.) Fall, winter. ‘5(h-1) Introductory survey of the philosophy, theory, and practice involved in the treatment of convicted law violators of all ages. Appraisal of the impact of correctional treatment upon post-correctional behavior. 369. Probation and Parole (h63.) Spring. 5(h-1) Treatment of convicted law violators by the correctional field services before and after prison. The role of probation and parole counselors. Appraisal of effectiveness. Prediction of behavior during and after probation and parole. 375. Criminal Law (275.)338all, Winter, Spring. h(h—O) Survey of substantive criminal law as a means of attaining certain socially desirable ends like the preservation and protection of life and property; emphasis on historical and philosophical concepts. 380. Industrial Security Administration (h02.) Fall, Summer. 5(h-l) The organization and.management of industrial security units including government security. The protection of commercial and industrial manpower, facilities, and installations. Security and police operations. Admini- strative, legal, and technical problems. Specialized programs for factories, railroads, retail stores, insurance companies, credit bureaus, etc. 381. Industrial Fire Protection, Disaster Control and Defense Programs (h03.) Spring. h(3-l) The administration of fire and accident prevention programs. Develoyment‘ of policy, rules and regulations. Operations for fire and accident control. Equipment facilities, inspections, investigations, and records. Special problems and hazards. 395. Criminal Investigation (310, 325.) Fall, Winter. 5(5—0) Introduction to criminal investigation procedures including theory of an investigation, conduct at crmme scenes, collection and preservation of physical evidence; methods used in police science laboratory, fingerprints, ballistics, documents, serology, photography, and related forensic sciences. 146 AOOH. Honors WOrk Fall, Winter, Spring, Summer. Variable credit. Approval of school. Open only to qualified students. Individually selected program.of supervised group or individual study dealing with some phase of police administration and public safety. hOl. Case Studies in Law Enforcement and Public Safety Fall, Winter, Spring, Summer. 1-6 credits. May re-enroll for credit. MaJors. Surveys and applied research as approved by student's maJor professor. h09. Special Issues in Criminal Justice Fall, Winter, Spring, Summer. Maximum h credits. A forum for special course offerings focusing on special issues in criminal Justice by guest instructors or regular faculty. h53. Case Analysis in Prevention Programs Spring. 5(h-1) Factors to be considered in determining referral action for delinquent youth. Estimating significant behavior and home situation. The referral process, selection of agency, preparation for referral, followbup. A65. Administration of Correctional Institutions Fall. 504-1) Treatment, security, custody and discipline of the convicted law violator in correctional institutions. Social structure of the prison community: inmate social systems and interaction. Correctional clinic records. Correctional research and decision making. th. Criminal Procedure Fall, Spring. h(h-O) Study of the constitutional right of the people to be secure from unreason- able searches and seizures; how rules of evidence safeguard individual rights in the administration of criminal Justice. ATS. Evidence Winter. 3(3-0) Examination of concepts, policies and procedures relating to the admission of evidence before Judicial tribunals. A80. Internal Security in 9- Democr a‘13’47 (1.05.) Winter. h(3-o) or 5(3-0) Approaches to the control of "subversive activities,' and the effectiveness from the standpoint of security and freedoms essential in a democracy. A81. Theft Control in Business, Industry and Institutions Causation, prevention, and control of robbery; burglary; shoplifting; pilferage; embezzlement; and employee dishonesty in private and public institutions. Social science theory and research methods. A90. Criminal Justice Practicum Fall, Winter, Spring, Summer. Variable credit. May re-enroll for a maximum of 12 credits. Approval of school. Practicum designed to broaden the educational experience of students through appropriate observational and work assignments with governmental agencies and private firms. Correlation of theoretical knowledge with practice in participating organizations. A92. Methods of Criminal Justice Research Fall, Spring. A credits Elements of scientific perspective; interaction of research and theory. Introduction to research design, data collection, analytic and statis- tical techniques, use of data processing resources, and preparation of research reports. A93. Problems and Techniques of Criminal Justice Research Winter. 3(3-0) A continuation of OJ A92 to provide depth in the various elements of research, extension to more sophisticated research models, and the rele- vance of findings for criminal Justice program innovation and evaluation. A99. Seminar in Criminal Justice (A96.) Fall, Winter, Spring, Summer. 5(3-0) MaJors: CJ A90 or approval of school; Others: Seniors. Discussion and evaluation of observed policies and practices of the field and studied theories and procedures. Conflicts between theory and practice are examined, analyzed, and reconciled. 148 SCHOOL OF CRIMINAL JUSTICE College of Social Science Michigan State University East Lansing, Michigan A8823 Graduate Courses 801. Directed Studies Fall, Winter, Spring, Summer. 1(0-2) to 6(0-12). Approval of school. Individual research and study in student's field of interest as approved and directed by maJor professor. 802. Advanced Security Administration Fall. 3(3-0) or 5(3-0). Approval of school. Salient problems and issues of concern to professional security administrap tors with emphasis on business management approaches. Typical problem areas include: contractual security services; employee dishonesty; cost considerations; work simplification. 812. Advanced Criminal Justice Administration Fall. 3(3-0) or 5(3—0). Approval of school. The framework through which the obJectives of the process of social control (criminal Justice) are obtained. The administrative, political, and social milieu in which this machinery Operates. 815. Seminar in Criminal Investigation Spring. 3(3-0) or 5(3-0). Approval of school. A seminar in investigative techniques, criminalistics, case studies: including discussion on quantum.of proof in criminal investigations and probative value of physical evidence. 820. Advanced Law Enforcement Administration Winter. 3(3-0) or 5(3-0). Approval of school. Depth analysis of the administrative issues of law enfbrcement. The problems of program development, execution and evaluation. 822. Comparative Law Enforcement Administration Spring. 3(3-0) or 5(3-0). Approval of school. Comparative study of police organization and administration in various governmental and social systems. Evaluation of government's role, its limitations, the selection and training of leaders. 149 823. Community Relations in the Administration of Justice Fall. 3(3-0) or 5(3—0). Approval of school. Seminar in the field of community relations encompassing the spectrum of the administration of Justice and community responsibility, utilizing the interdisciplinary approach in case and situational analysis. 8A0. Seminar in Highway Traffic Administration Winter. 3(3-0) or 5(3—0). Approval of school. Traffic problems in their broad social setting. Inventory and critical review of the traffic safety movement and role of various professions therein. Future problems and developments. 868. Review and Evaluation of Correctional Research Winter. 3(3—0) or 5(3-0). Approval of school. Correctional research systems review, analysis and critical evaluation of correctional research findings and conclusions pertaining to correc- tional decision making in the treatment process. 870. Administration of Criminal Law Winter. 3(3-0) or 5(3-0). Approval of school. MaJor provisions of the Constitution of the United States that safeguard personal liberties. Judicial processes are examined in the light of historical experience, and social change. 875. Seminar Spring. 3(3-0) or 5(3-0). Approval of school. Evaluation of current maJor hypotheses; review of recent developments, contributions by agencies and academic institutions and review current literature in the field of deviant behavior. 890. Field Training Fall, Winter, Spring, Summer. 1(O-A) to 6(0-2A). Approval of school. Field service training provided with federal, state, and local enforcement agencies; crime laboratories; commercial, industrial, and financial organi— zations with security programs; agencies working in crime and delinquency prevention; correctional agencies; and organizations engaged in highway safety. 899. Thesis Research Fall, Winter, Spring, Summer. Variable credit. Approval of school. APPENDIX B MICHIGAN STATE UNIVERSITY STUDENT PLANNING GUIDES 150 SCHOOL OF CRIMINAL JUSTICE Revised 11/71 College of Social Science Michigan State University East Lansing THE CRIMINAL JUSTICE AND CRIMINOLOGY OPTION within the SOCIAL SCIENCE PhD PROGRA The College of Social Science offers a Phd degree in Social Science with a specialization in Criminal Justice and Criminology. The demand for such training is rapidly increasing. The need for personnel who can conceptualize and deal with the many and complex interrelationships between existing social conditions and crime as well and the administration of criminal Justice is particularly urgent. The college is prepared to assist in this effort by Offering course work which should help to produce both scholars and practitioner who will serve to increase our understanding of crime and the effectiveness of myriad attempts to cope with crime. Admission Applicants must have achieved a grade point average of 3.0 or better in prior undergraduate and/or graduate work. Formal admission to the program will requir- completion of a Master's degree in Criminal Justice or a related field such as one of the social sciences. Completion of a Master's thesis is also required fOr formal admission. If applicants meet all the admission require- ments other than completion of the Master's degree (and Master's thesis) they may be admitted on a provisional basis and later admitted to fermal status upon completion of all requirements. In addition to the University Application fOr Admission to Graduate Study and transcripts from all colleges and universities attended, additional items must be forwarded to the Assistant Dean for Graduate Education, College Of Social Science. These are: 1) Application for Admission to Graduate Study, Social Science, 2) A "statement of intent" in which applicants state their career obJectives and the manner in which these obJectives are related to their proposed program of study, 3) Three letters of reference from faculty who have known the applicant as a student, and A) The results Of the Graduate Record Examination (both the Aptitude Test and, if available, the Advanced Test for the appropriate field.) Applicants should correspond with the College of Social Science at least six months prior to the term for which they seek admission and request further detail regarding admissions procedures. Applications will be reviewed and evaluated by the Graduate Committee of the College Of Social Science and by a committee in the School of Criminal Justice. Announcements regarding acceptance into the program will normally be made in the first week Of April proceding the Fall term for which application is made. 151 The Program The program is envisioned as one which will expose its students to a varied set of course offerings aimed ultimately at the application of social science principles and methods to the problems of understanding and controlling crime and delinquency. The student will be afforded the Opportunity to take a number of courses in the basic social sciences as well as courses in criminology and criminal Justice. In addition, he will take a sequence of courses in methodology and statistics which will facilitate the development of a heightened appreciation of the roles research can play in action as well as the develOpment of skills involved in conducting research and interpreting findings to others. The program will be as individualized as is possible to allow the student, working with a guidance committee, to explore a number of areas not usually feasible within a degree program confined to one department or school Of the College of Social Science. In this manner, the student will be allowed to shape a program of study which will be both broad in scOpe and yet as closely related to his needs and career interests as the resources of the University will allow. It is the further intention of the University to produce graduates who can grasp the complexities of crime and the administration of criminal Justice. The student who successfully completes the program should be one with the ability to see the interrelatedness Of theory and action as well as the interrelatedness of the activities of the many and varied agencies and professions in the administration of criminal Justice. Such graduates should hence be better enabled to contribute to the development of more coherent systems for the prevention and control of crime and delinquency at all levels of government. The program also offers three sub-options for specialists in research, teaching, or planning. Students in the program.will select course offerings and independent study and work with an emphasis on one of these specializa- tions. A sequence of courses may also be taken outside the College of Social Science in support of each of the specializations. Courses and independent work will be selected by each student in consultation with a guidance committee :made up of faculty from the basic social science disciplines and from the School of Criminal Justice. Prwam Requirements Following formal admission to the program.each student will normally be expected to complete course work as follows: Twenty credits in the Criminal Justice and Criminology core program offered by the School of Criminal Justice; Fifteen credits in courses related to the sub-options of the student's specialization; Twenty credits each in two of the basic social science disciplii of Sociology, AnthrOpOlogy, Psychology or Political Science; Fifteen credits in Research Methods and Statistics; Thirty-six credits of independent research in completion of the Doctoral dissertation. The student will be tested in a comprehensive examination prepared by his guidance committee on his course work in the program. Following completion Of the course work and successful performance on the comprehensive examination, 152 the student will begin formal work on original dissertation research and upon completion of the dissertation an oral defense of the dissertation must be made befbre the guidance committee. Throughout the student's course work a grade point average of at least 3.0 must be maintained. The accumulation of more than nine credits below 3.0, three or more grades below 3.0 or a grade point average below 3.0 for two terms may require that a student withdraw from the program. Other University- ‘wide requirements for doctoral programs which are described in the Graduate School Catalog must, of course, also be met. Further Information For further information, the applicant should correspond with: Assistant Dean fOr Graduate Education College of Social Science 206 Berkey Hall Michigan State University East Lansing, Michigan A8823 sh 6/72 153 Effective: Summer l972 SCHOOL OF CRIMINAL JUSTICE College Of Social Science Michigan State University East Lansing, Michigan STUDENT PLANNING GUIDE GENERAL STUDIES IN CRIMINAL JUSTICE Purpose of the Student Planning Guide This guide has been prepared to facilitate the student's planning of his four-year curriculum leading tO a degree in Criminal Justice. The student, with the advice and consent of his academic advisor, is respon— sible for organizing his program to satisfy degree requirements, conforming to the guidelines established herein. General Education There are two levels Of undergraduate instruction at Michigan State Univere sity. All freshmen and sophomores automatically fall into the first category of University College. The Upper Level consists of Juniors and seniors who are enrolled in the various departments, which are in turn, grouped into divisions and colleges. Students planning to enroll in the School of Criminal Justice should enroll as nO-preference in University College as freshmen and sophomores. .Academic advising for freshmen and sophomores will be handled by the school, with the clear understanding that it carries no connotations as to eventual accep- tance by the school. Applications fOr admission to the School should be filed “by March 1 of the year in which Fall term.admdssion is desired. Students are admitted to the School, normally, only Fall term, It is necessary to have 85 quarter credits and a grade point average of 3.0 for admission to the School. iExceptions to this (but with GPA no lower than 2.5) may be made in cases of economic or educational disadvantage, practitioners in the criminal Justice system, and certain other individual circumstances. The University College course requirements are as follows: 1. American Thought and Language -- 9 credits (Taken during the freshman year - 3 terms) 2. Natural Science --12 credits (Taken during the freshman year - 3 terms) 3. Social Science --12 credits (Taken during the sophomore year - 3 terms) A. Humanities --12 credits (Taken during the sophomore year - 3 terms) Total General Education Requirement A5 credits 154 The University College expects that its course sequences will be taken in uninterrupted fashion. Students transferring from other institutions may be given credit for University College requirements according to the nature Of the course work taken elsewhere. Criminal Justice Core Every Criminal Justice maJor must complete a group of courses designated as the Criminal Justice Core. The following courses constitute this core: 1. CJ 110, Introduction to Criminal Justice A credits 2. CJ 230, Administrative Theory in Criminal Justice 5 credits 3. CJ 355, Delinquency Prevention & Control 5 credits A. CJ 368, Correctional PhilOSOphy, Theory & Practice 5 credits 5. CJ 375, Criminal Law A credits 6. CJ A92, Methods of Criminal Justice Research A credits 7. CJ A99, Senior Seminar 5 credits Total Criminal Justice Core 32 credits Students transferring from other institutions may be given credit or waiver for Criminal Justice Core courses by satisfying the requirements outlined in Memorandum to all Junior college transfer students, dated January 13, 1972, a copy of which may be secured by request to the school. .Area of Interest Requirement Twenty-eight credits have been designated as an area of interest require- inent. This area has been established for the professional development of the student. The student must complete eighteen (18) additional credits of criminal Justice in this area. In addition to these 18 required criminal Justice credits, the student may elect 10 additional credits of criminal Justice, 95 with the advice and consent Of his academic advisor, elect 10 credits outside the school 'which complement his chosen area of interest. Students enrolling in CJ A01 and CJ AOOH are required to follow the guide- lines for these courses that have been established.by the school, a copy Of ‘which may be secured upon request. Criminal Justice credit is acceptable only for the "Core" and "Area Of Interest" requirements. A student is required to complete a minimum of 50 CJ credits, but may obtain a maximum of 60 CJ credits. Social Science Cognate - The student must complete a social science cognate requirement Of AOcredits. Courses from.any of the departments or schools within the College Of Social Science or in the Department of Economics may be elected to complete this re- quirement. With the approval of academic advisers, certain courses in Agricul- tural Economics, Communications, James Madison College, History and Philosophy inay also be counted for credit in this category. with any 155 Academic units of the College of Social Science are (1) Anthropology, (2) IPolitical Science, (3) PsycholOgy, (h) Sociology, (5) Geography, (6) Social Work and (7) Urban Planning and Landscape Architecture. The following courses are recommended for Criminal Justice majors to complete the social science cognate, academic ANT ANT ANT ANT ANT PIS PLS PLS PLS PLS PLS PLS PIS PLS PLS PLS PLS PLS PLS 100 , 171 . 221 , 250, 281 , 1.63, 1.66, A73. h7h . 1.75. 100, 200, 301 , 302, 303. 320, 322. 32h, 331. 337. 376. 377 . 378. hoh , Economics course acceptable that has the approval of the student's advisor; Origin Man and Culture (A credits) Introduction to Anthropology (h credits) Social—Culture Analysis (A credits) Culture Environment Adaption (h credits) The Africans and Their Cultures (h credits) Social AnthrOpOlogy (h credits) Cross-Cultural Relations in the Modern World (3 credits) Culture and Personality (h credits) Culture and Economic Behavior (h credits) Culture and Political Behavior (h credits) American National Government (A credits) Introduction to Political Science (A credits) American State Government (A credits) American Urban Government (A credits) Michigan Government (A credits) The American Judicial Process (A credits) Constitutional Politics (A credits) The American Legislative Process (A credits) American Political Parties and Elections (h credits) Race, Politics in America (A credits) Theory and Practice of International Communism (h credits) American Political Thought (A credits) American Political Thought (A credits) Selected Aspects of State and Local Government (5 credits) PSY 160, PSI 170, PSY 200, PSI 225, PSI 255. PSY 290, PS! 335, PSY 336, PSY 337. PSY 3&5. PSY 3A6, PSY 3h8, PSY 356, PSY A25. PSY hss, PSY h56, s w 205, s w 322, s w A20, S w A28, 5 w m, soc 160, soc 2A1, soc 335. soc 351, soc A22, SOC hen, SOC h29, 156 IntroduCtion Psychology Social Personality (3 credits) Introduction Psychology General (A credits) Principles of Behavior (5 credits) Psychology of Personality (3 credits) Psychology of Business and Personnel (3 credits) Human Sexuality (3 credits) Principles of Social Psychology (A credits) Psychology of Social Mbvements (3 credits) Legal and Criminal Psychology (3 credits) Child Psychology (A credits) Middle Childhood (3 credits) Adolescent Psychology (3 credits) Psychology of Human Relations in WOrk Setting (3 credits) Abnormal Psychology (A credits) Personnel Research Techniques (h credits) Training and Supervising (3 credits) Contemporary Social Wbrk (3 credits) Child welfare (3 credits) Current Issues in Social WOrk (Va credit) Dynamics of Marriage and Family Relations (3 credits) Social Work in Corrections (3 credits) Contemporary Social Problems (3 credits) Introduction to Sociology (A credits) Criminology (3 credits) Social Psychology (5 credits) Political Sociology (A credits) Sociology of Mental Health (3 credits) Urban Sociology (A credits) soc h33, soc h3h, soc A38, soc A52, soc h71, soc A77, soc nan, U P 231, U P 232, U P 2A3, U P 3&2, U P 351, U P 352, U P hoo, U P h72, 157 Minority PeOples (3 credits) Social Deviance and Control (3 credits) Sociology of Developing Societies (h credits) Collective Behavior (h credits) Modern American Society (A credits) Complex Organization (A credits) Social Stratification (h credits) Evolution of Urban Communities (3 credits) Contemporary Urban Development (3 credits) Planning Communication (3 credits) Research Methods in Planning (5 credits) Spatial Design (5 credits) Urban Design Problems (5 credits) Urban Development and Planning (3 credits) Urban Development Regulation (3 credits) Electives The student will consult with his advisor before selecting electives. A total of 35 credits should be secured in this category, with any course taught in the University as possible, except for Criminal Justice courses. Program.F1exibility, The courses listed herein as "recommended" courses, do not preclude the taking of other courses to meet the requirements. They are presented as suggestions. kb SCHOOL OF CRIMINAL JUSTICE Police Science (Criminalistics) Curriculum Planning Guide 1970 Students planning a career in forensic science (criminalistics) MUST have a solid foundation in the natural sciences and the application of these principles in the resolution of problems of law. This cur- riculum provides the essential basic education and training. It is a rigorous course of study. Poor work in individual courses disrupts the sequence of study, therefore, students are urged to plan their programs carefully and then adhere to the plan. REQUIRED COURSES University_§ollege Credits Enrolled Completed ATL 111 3 ATL 112 3 ATL 113 3 “m .____. NS 191 h NS 192 h NS 193 h 88 231 h SS 232 h as 233 h _.__ _...__ HUM 2&1 h HUM 2h2 h HUM 2h3 h HPR 105 l HPR 1 HPR 1 58 Criminal Justice CJ 110 Introduction to Criminal Justice h CJ 225 Police Science Laboratory I h CJ 325 Criminal Investigation 5 CJ 327 Police Science Laboratory II 3 _ CJ 328 Police Science Laboratory III 3 CJ A90 Criminal Justice Practicum 1-12 CJ h99 Seminar in Criminal Justice 5 37 158 159 Required Courses Cont'd Strongly Recommended Electives Chemistry CJ 375’ Criminal Law A CJ 1171 Criminal Procedure '4 CH4 1181 1* CJ 1501 Case Studies in 1—6 CEM 161 1 Law Enforcement 8: GEN 152 3 Public Safety cm 162 2 GEM 153 3 Other Electives CEM 163 2 GEN 351 3 Textiles GEN 351% 2 CEM 352 3 TBA 270 3 ,.___ GEN 355 2 TRA 372 3 GEN 353 3 CEM 356 2 Physiolog GEM 361 3 cm 372 2 PSL 2110 h GEN 362 3 PSL 2’61 1‘ GEN 373 2 cm 363 3 Bio-Chemistry F3 BCH 200 5 ___ Math BCH 262 3 , ___ DOB 1:01 5 ______ MTH 105 5 BCH 1102 3 ___. M‘TH 109 5 BCH hos 2 ___ MTH 112 5 ECU hols 3 ___... MTH 113 5 ECU hos 3 __ __ MTH 21h 5 MTH 215 .2 21121-121531 30 CEM 333 h _ __ Physics 015M 391* 2 ___. ___. cm 1:111 3 ,_ pay 237 3 GEM 373 2 ___. PHY 257 1 cm 1171 2 __ __ PHY 238 3 cm 1172 2 __ __ PH! 258 l , cm 1:73 2 __ ______ PHY 239 3 CH4 h92 3 ___ ___. PHY 259 __;_ 12 Statistics STT 121 h __ __ STT 201 or 1321 1‘ STT 1422 3 STT 1623 3 S‘I'I' 1‘90 1-6 03C 160 SCHOOL OF CRIVIHAL JUSTICE College of Social Science Michigan State University East Lansing, Michigan Graduate Student Curriculum Projection Guide HIGHWAY TRAFFIC ADMINISTRATION (Effective Fall, 1969) Purpose of the Curriculum Guide This guide has been developed to enable the student to plan and project his graduate study leading to the Master of Science degree with a major in Highway Traffic Administration. This guide is not applicable to the areas of law enforce- ment administration, corrections, security, delinquency, or science. It is the primary responsibility of the student to organize his program, which satisfies degree requirements, and conforms to the guidelines established herein. Advisement and consultation with his academic advisor is always available and highly recommended prior to, and throughout, each term of graduate study. Requirements for Admission While an undergraduate degree comparable to that offered by this school is not required, the applicant must have a background essential to the successful pursuit of graduate work. All applicants must have at least 18 credits of undergraduate work in political science, public administration, economics, sociology, psychology, anthrOpology, his- tory, social work, or any combination of these. For the prevention and corrections programs, at least 9 of these credits must be in sociology, psychology, social work, or any combination of such courses. Regular Status: 1. A bachelor's degree from an accredited institution. 2. An undergraduate average of B or above. 3. Evidence of personal traits and characteristics considered important for professional practices as determined by the applicant's history, references, and through the medium of interview. Provisional Status: Applicants without the required undergraduate average of B may be admitted pro- visionally. Such provisional status should be removed within the first 2 terms of enrollment. Regular standing will not be granted until the student has completed at least 15 credits of approved graduate work with an average of B. Such status must be removed before the student will be considered a candidate for the degree. 161 .Non-Degree Students: Those who do not wish to earn a graduate degree may, with the approval of the director of this school and the dean of the College of Social Science, take courses offered by this school. Such courses will not be credited to a graduate degree until the student has established regular or provisional standing. Requirements for Completion Candidates for the degree of Master of Science with a major in Highway Traffic .Administration must meet the general admission and degree requirements of the Graduai School and also the specific requirements of the School of Police Administration and Public Safety. . Specific Requirements A minimum of 1 year of full time work after a bachelor's degree is required for the master's degree. The time may be longer for those taking field training assign- ment as part of their graduate program. The school offers two programs in order to meet the needs of the field. These have the following requirements: I. ”A" Program for Master of Science Degree, School of Police Administration and Public Safety. A. Course Requirements: 1. Forty-five acceptable credits beyond undergraduate degree. 2. A minimum of twenty-three of the forty-five credits must be numbere: 800 or above. 3. All students must take the "PLA Graduate Core.“ This includes PLA 812, 870, 875 and 899 (6 credits.) PLA 8&0 is required of all majors in Highway Traffic Administration. A. All students who have not taken equivalent courses at the under- graduate level will be required to take a basic ”Criminology" course such as SOC 335 and a "Research Methodology” course such as SOC A92. B. Thesis Requirements: A thesis is required. C. Other Requirements: A final examination is required. (May be oral or written.) II. ”B" Program for Master of Science Degree, School of Police Administration and Public Safety. A. Course Requirements: 1. Forty-eight acceptable credits beyond undergraduate degree. 2. A minimum of twenty-five of the forty-eight credits must be number- ed 800 or above. 162 3. All students must take the ”PLA Graduate Core.‘ This includes PLA 812, 870, 875 and 801 (2 credits) PLA 8&0 is required of all majors in Highway Traffic Administration. A. All students who have not taken an equivalent course at the under- graduate level will be required to take a basic “Criminology“ course such as SOC 335. B. Graduate Paper and Presentation Requirement. 1. Each student will be required to prepare a graduate paper on an appropriate sdbject. 2. Each student will be required to make a formal oral presentation of this paper before an examining board of three faculty members. This board will also question the candidate at their discretion immediately following this presentation. Academic Standards Candidates for the master's degree shall earn a minimum average of B in order to qualify for the degree. Failure to maintain an average of B will result in a request to withdraw from this school. Course Work “PLA Graduate Core“ All students must take the “PLA Graduate Core,‘ which includes the following: PLA 812 Advanced Law Enforcement and Public Safety Administration (3-5 Lcredits) PLA 870 Administration of Criminal Law (3—5 credits) PLA 875 Seminar in Deviant Behavior (3»5 credits) PLA 899 Research (6 credits) or PLA 801 (2 credits) Required Courses PLA 8h0 Seminar in Highway Traffic Administration (3~5 credits) SOC 335 Criminology (If equivalent course has not been taken at the under- graduate level.) PLA hOl Section I, or SOC L92, Research Methodology (If equivalent course has not been taken at the undergraduate level, and the candidate elects to pursue the “A“ program of study.) Recommended Courses PLA h01 Case Studies in Law Enforcement and Public Safety (1-6 credits) PLA 801 Directed Studies (1-6 credits) 163 PLA 890 Field Training (1-6 credits) ED ED ED ED ED ED h29F Driver Education and Traffic Safety I (3 credits) h29G Driver Education and Traffic Safety II (3 credits) 830A Methods and Materials in Teaching (Psychological Factors in Traffic Safety) (3 credits) .882 Seminar in Modern Highway Transportation Systems (3 credits) 882 Seminar in Principles of Traffic Communications (3 credits) 882 Seminar in Motor Vehicle Administration (3 credits) Electives Various course electives are available. -The following does not preclude taking other courses to satisfy this general requirement. HPR AOT Safety Education (3 credits) HPR 810 Organization and Administration of Safety Education (3 credits) PLA h71 Crbminal Procedure (A credits) PLA 802 Advanced Security Administration (3—5 credits) PLA 815 Seminar in Criminal Investigation (3-5 credits) PLA 820 Advanced Police Administration (3-5 credits) PLA 822 Comparative Law Enforcement Administration (3-5 credits) PLA 823 Community Relations in the Administration of Justice (3-5 credits) 164 BIGHWAY TRAFFIC ADMINISTRATION Effective Fall, 1969 STUDENT ADVISOR Type of Program REQUIRED COURSES A Credits Enrolled Eggplgpgd B PLA 8h0 SOC 335 800 Level Courses (SOC. 335 is required if the equivalent of such a course was not pursued during underm Course Credits Enrolled Completed graduate study.) A research methodology course is required if the candidate elects to pursue the ’A“ program of study. RECOMMENDED COURSES Course Credits Enrolled 99mpleted TOTAL h00 Level Courses ___-_— w..— M — Course Credits Enrolled Completed ELECTIVES Course Credits Enrolled Completed “ TOTAL ‘PLA CORE Credits Enrolled Completed PLA 812 PLA 870 :PLA 87S PLA 899 pe TOTAL an. Effective: 2-16-70 SCHOOL OF POLICE ADMINISTRATION AND PUBLIC SAFETY College of Social Science Michigan State University East Lansing, Michigan STUDENT PLANNING GUIDE UNDERGRADUATE CORRECTIONAL ADMINISTRATION CURRICULUM Purpose of the Student Planning Guide This guide has been prepared to facilitate the student's planning of his four- year curriculum leading to a degree in Correctional Administration with emphasis on Police Administration. The student is primarily responsible for organizing his program to satisfy de— gree requirements, conforming to the guidelines established herein, and with the ad- vice and consent of his academic advisor. University College Requirements There are two levels of undergraduate instruction at Michigan State University. All freshmen and sophomores automatically fall into the first category of Universipy College. The Upper Class consists of juniors and seniors which are enrolled in the various departments, which are in turn, grouped into divisions and colleges. Cor- rectional Administration majors who are in the freshmen and sophomore class are en- rolled both in the University College and in the School.. The University College course requirements are as follows: 1. American Thought and Language 111, 112, 113. 9 credits (Taken during the freshman year - 3 terms) 2. Natural Science 191, 192, 193. 12 credits (Taken during the freshman year - 3 terms) 3. Social Science 231, 232, 233. 12 credits (Taken during the soPhomcre year « 3 terms) A. Humanities 2h1, 2A2, 2A3. 12 credits (Taken during the sophomore year - 3 terms) 5. Health, Physical Education and Recreation 3 credits (Taken during the freshman year - 3 terms) Total University College Requirement AB credits The University College expects that its course sequences will be taken in un- interrupted fashion. Veterans are exempt from physical education requirements. Students transferring Irom other institutions may be given credit for University College requirements according to the nature of the course work taken elsewhere. 166 Police Administration Core In addition to the University College requirements, every Correctional Admin- istration major must complete a group of courses designated as the Police Adminis- tration Core. 1. 2. The following courses constitute this core: PLA 110, Introduction to Criminal Justice - 5 credits PLA 130, Administrative Concepts in Law Enforcement 5 credits and Public Safety PLA 275. Criminal Law 5 credits PLA 355, Delinquency Prevention & Control 5 credits PLA 368, Correctional Philosophy, Theory & Practice 5 credits PLA A92, Methods of Criminal Justice Research A credits PLA A99, Senior Seminar #5pcredits Total Police Administration Core 3A credits Area of Interest Requirement Thirty-six credits have been designated as an area of interest requirement. This area has been established for the professional development of the student, The student must complete 30 additional credits of police administration. dent may elect The stue additional credits of police administration, or, with the advice and consent of his academic advisor, substitute 6 non-police administration credits within this area. the following are highly recommended: PLA 235, Police Administration I 5 PLA 318, The Police and Community Relations A PLA 356, Orgnaization and Administration of Delin- quency Prevention Programs 5 PLA 369, Probation and Parole 5 PLA A65, Administration of Correctional Institur tions 5 PLA A71, Criminal Procedure A PLA 1:90, Practicum (field service) Training maximum 12 Social Science Cognate The student must complete a social science cognate requirement Courses from any of the departments or BChOOIS within the College of may be elected to complete this requirement. Academic units of the credits credits credits credits credits credits credits of A0 c Social College Although no Specific police administration courses are required, redits. Science are 167 (1) Anthropology, (2) Geography, (3) Political Science, (A) Sociology, (5) Labor and Inudstrial Relations, (6) Social WOrk, and (7) Urban Planning & Landscape Archi- tecture. 12. 13. 1A. 15. 16. 17. 18. 19. 20. The following courses are recommended to complete the cognate. PLS 100, American National Government (A credits) PLS 301, American State Government (A credits) PLS 302, Americnn Urban Government (A credits) PSY 151, General Psychology (A credits) PSY 225, Psychology of Personality (3 credits) PSY 255, Psychology of Business and Personnel (3 credits) PSI 315, Psychometric Methods (3 credits) PSY 337, Legal and Criminal Psychology (3 credits) PSY A25, Abnormal Psychology (A credits) PSY A55, Personnel Research Techniques (A credits) PSY A56, Training and Supervising (3 credits) SOC 2A1, Introduction to Sociology (A credits) SOC 351, Social Psychology (5 credits) SOC A32, Normal and Delinquency Behavior of Youth (3 credits) SOC A33, Minority Peoples (3 credits) SOC A35, Criminology (3 credits) SOC A51, Public Opinion and Propaganda (3 credits) SW 205, Field of Social Work (3 credits) sw A38, Social and auctional Development (A credits) SW A39, Interviewing in Social welfare (A credits) Electives The student, with the advice of his academic advisor, may elect 25 credits from courses offered throughout the Unviersity. This group may be utilized for band, foreign languages, or military science. vFollowing are recommended courses. 1. 2. ADV A27, Principles of PUblic Relations (3 credits) AFA 315, Survey of Accounting Concepts (A credits) 12. 13. 1A. 15. 16. 17. 18. 19. 2o. 21. 22. 23. 2A. 25. 26. 27. 28. 29. 30. BOA 23A, BOA 235, BOA 236, BOA 37o, BOA A27, BOA AAo, BOA AAl, BOA AA3, COM 100, com 101, COM 116, COM 228, COM 305. COM 309. ED A29F, ED A29G, 168 Typewriting I (2 credits) Typewriting II (2 credits) Advanced Typewriting (3 credits) Office Administration (3 credits) Business and Technical Reports (A credits) Law and Society (3 credits) Law of Contracts and Business Organizations (5 credits) Property, Sales, Negotiable Instruments (A credits) The Communication Process (3 credits) Public Speaking (3 credits) Group Discussion (3 credits) Parliamentary Procedure (1 credit) Persuasion (3 credits) Argumentation (3 credits) Driver Education and Traffic Safety I (3 credits) Driver Education and Traffic Safety II (3 credits) ED A31, Educational Media in Instruction (3 credits) ENG 201, ENG 213, HPR 331, HST 121. HST 122, HST 3A8, HST 3A9. HST 352, JRN 110, JRN A30, JRN A70, Nature of Language (3 credits) Expository Writing (3 credits) First Aid (3 credits) History of the United States: The Federal Union (A credits) History of the United States: The Nation State (A credits) Constitutional and Legal History of England (3 credits) Constitutional and Legal History of England (3 credits) Ancient History (3 credits) Journalism in a Free Society Law of the Press Survey of Mass Communications Research 31. 32. 33. 3A. 35. 36. 37. 38. 39. A0. A1. A2. A3. AA. A5. JEN A76, JRN A77. MGT 302, MGT 307, MGT 310, not AOA, PHL 120, PHI. 137. PHL 337. PHL 338, PHL 339. PHL 36o. PHL AAo, PHL AAl, Rel 100, 169 The Press in Democratic Societies The Press in Authoritarian Societies Organization and Administration (A credits) Personnel Relations (3 credits) Fundamentals of Personnel Administration (3 credits) Human Relations in Business (A credits) Classics of Philosophic Literature (3 credits) Introduction to the Principles of Right Reason (3 credits) Formal LOgic Part I (3 credits) Formal LOgic Part II (3 credits) Formal LOgic Part III (3 credits) Philosophy of’Law (3 credits) Epistemology Part I (A credits) Epistemology Part II (A credits) Introduction to Christianity (3 credits) Program.Flexibilitz p8 The courses listed herein as "recommended" courses, do not preclude the taking of other courses to meet the requirements. They are presented as suggestions. 170 SCHOOL OF CRIMINAL JUSTICE College of Social Science Michigan State University East Lansing, Michigan STUDENT PLANNING GUIDE Dmmqumcr PREVENTION AND CONTROL (Effective Winter 1971) Purpose of the Student Planning Guide This guide has been prepared to facilitate the student's planning of his four year curriculum leading to a degree in Criminal Justice with emphasis on Delinquency. (This guide does not apply to the areas of Corrections, Security, Law Enforcement Administration, Traffic or Science.) The student is primarily responsible for organizing his program.to satisfy degree requirements, conferming to the guidelines established herein, and.with the advice and consent of his academic advisor. university College Requirements There are two levels of undergraduate instruction at Michigan State Universit All freshmen and sophomores automatically fall into the first category of Univer- sity College. The Upper Class consists of Juniors and seniors which are enrolled in the various departments, which are in turn, grouped into d1V181OflB and colleges Criminal Justice majors who are in the freshman and sophomore class enroll both in the University College and in the School. The University College course require- ments are as follows: 1. American Thought and Language 111,112, 113 9 credits (Taken during the freshman year - 3 terms) 2. natural Science 191,192,193 12 credits (Taken during the freshman year - 3 terms) 3. Social Science 231, 232, 233 12 credits (Taken during the sophomore year - 3 terms) A. Humanities 2A1, 2A2, 2A3 12 credits (Taken during the sophomore year - 3 terms) 5. Health, Physical Education and Recreation 3 credits (Taken during the freshman year - 3 terms) Total University College Requirements A8 credits The University College expects that its course sequences will be taken in uninterrupted fashion. Veterans are exempt from.physical education requirements. Students transferring from other institutions may be given credit for University College requirements according to the nature of the course work taken elsewhere. Criminal Justice Core 171 In addition to the University College requirements, every Criminal Justice major must complete a group of courses designated as the Criminal Justice Core. The following courses constitute this core: 1. CJ 110, Introduction to Criminal Justice A credits 2. CJ 230, Administrative Theory in Criminal Justice 5 credits 3. CJ 355. Delinquency Prevention and Control 5 credits A. CJ 368, Correctional Philosophy, Theory and Practice 5 credits 5- CJ 375, Criminal Law A credits 6. CJ A92, Methods of Criminal Justice Research 5 credits 7. CJ A99, Senior Seminar 5 credits Total Criminal Justice Core 33 credits Area of Interest Requirement Twenty-eight credits have been designated as an area of interest requirement. This area has been established for the professional development of the student. The student must complete eighteen (18) additional credits of Criminal Justice in this area. In addition to these 18 required Criminal Justice credits, the student may elect 10 additional credits of Criminal Justice or with the advice and consent of his academic advisor elect 10 credits outside the School which compliment his chosen area of interest. Although no specific Criminal Justice coufSes are required, the following are highly recommended. 1. CJ 335. Police Administration I , 5 credits 2. CJ 336, Police Administration II 5 credits 3. CJ 318, Police Community Relations A credits A. CJ 3S6, Organization and Administration of Delinquency Prevention Programs 5 credits 5. CJ 369, Probation and Parole 5 credits 6. CJ A53, Case Analysis in Prevention Programs 5 credits 7. CJ A65, Administration of Correctional Institutions 5 credits 8. CJ A71, Criminal Procedure A credits 9. CJ A93, Techniques of Criminal Justice Research A credits 10. CJ A90, Field Service Training Program Variable to . 12 credits (Note: Criminal Justice credit is acceptable only for the "Core" and "Area of Interest" requirements. A student is required to complete a minimum of 50 CJ credits, but may obtain a maximum.of'60 CJ credits.) 306151 Science Coggate The student:must complete a social science cognate requirement of A0 credits. Courses from.any of the departments or schools within the College of Social Science 'may be elected to complete this requirement. Academic units of the College are"”: _(l) Anth10pology, (2) Geography, (3) Political Science, (A) Psychology, (5) Socio- “108Y. (6) Labor Industrial Relations, (7) Boeial WOrk, (8) urban Planning and Landav .scape Architecture. The following courses are recommended to complete the cagnate. l. ANP 100, The Origin of Man and Culture A credits 2. ANP 171, Introduction to Anthropology A credits 3.. PLS 300, American National Government A credits A. PLS 301, American State Government A credits 5. PLS 302, American Urban Government _A credits . 6. PLS 310, Introduction to Public Administration A credits 7. PSI 151, General Psychology A credits 8. PSI 215, Introduction to Psychological Measurement A credits 9. PSI P25, Psychology of Personality 3 credits 10- PSI 337. Legal and Criminal Psychology 3 credits ll. PSY 3A5, Child Psychology A credits 12. PSI 3A6, Middle Childhood 3 credits 13. PSI 3A8, Adolescent Psychology 3 credits 1A. PSY A15, Psychological Tests and Measurements 5 credits 15. PSI A25, Abnormal Psychology A credits 16. PSY A56, Training and Sueprvising 3 credits 17. SOC 2Al, Introduction to SociolOgy A credits l8. SOC 335, Criminology 3 credits l9. SOC 351, Introduction to Social Psychology 3 credits 20. soc A23, The Baritone-sagascgiborssy-Ancrica 3 credits 21. SOC A28, The Contemporary Community A credits 22. SOC A29, Urban Sociology A credits 23. SOC A32, Normal and Delinquent Behavior of quth 3 credits 173 2“. SOC A33, Minority Peoples 3 credtis 25. SOC ABA, Social Deviance Control 3 credits 26. SOC A51, Public Opinion and Propaganda 3 credits 27. SOC A77, Complex Organizations A Credits 28. soc A92, Methods of Social gesearch 5 credits. 29. SW 205, Field of Social Work 3 credits 30. SW 228, Marriage - A credits 31. SW A20, Social Science Foundations of Social WOrk 5 credits 32. SW A38, Social and Emotional Development A credits 33. sw A39. Interviewing in Social Welfare 3 credits 3A. SW AAA, Social WOrk in Corrections 3 credits 35. UP 232, Contemporary urban Development 3 credits Electives The student, with the advice of his academic advisor, may elect 25 credits from courses offered throughout the University. This group may be utilized fer band, foreign languages, or military science. ' 174 SCHOOL OF POLICE ADMINISTRATION AND PUBLIC SAFETY College of Social Science Michigan State University East Lansing, Michigan STUDENT PLANNING GUIDE_ HIGHWAY TRAFFIC ADMINISTRATION (Effective Winter, 1969) Purpose of the Student Planning Guide This guide has been prepared to facilitate the student‘s planning of his feurmyear curriculum leading to a degree in Police Administration and Public Safety with emphasis on Highway Traffic Administration. (This guide does not apply to)the areas of corrections, security, delinquency, law enforcement or science. The student is primarily responsible for organizing his program to satisfy degree requirements, conforming to the guidelines established herein, and with the advice and consent of his academic advisor. University College Requirements There are two levels of undergraduate instruction at Michigan State Univer sity. All freshman and sophomores automatically fall into the first category of University Collggg, The Upper Class consists of Juniors and seniors who are enrolled in the various departments, which are in turn, grouped into divi— sions and colleges. Police Administration majors who are in the freshmen and sophomore class enroll both in University College and in the School. The University College course requirements are as follows: 1. American Thought and Language 111, 112, 113. vw 9 credits (Taken during the freshman year u 3 terms.) 2. Natural Science 191, 192, 193. m-l2 credits (Taken during the freshman year - 3 terms.) 3. Social Science 231, 232, 233. ~~l2 credits (Taken during the sophomore year v 3 terms.) A. Humanities 2A1, 2A2, 2A3. "~12 credits (Taken during the sophomore year w 3 terms.) 5. Health, Physical Education and Recreation - 3 credits (Taken during the freshman year - 3 terms.) - Out. . -‘Cv..- Total University College thuirement A8 credits The University College expects that its course sequences will be taken in uninterrupted fashion. Veterans are exempt from physical education requirement: Students transferring from other institutions may be given credit for Universit: College requirements according to the nature of the course work taken elsewhere 175 Police Administration Core In addition to the University College requirements, every Police Adminis- tration major must complete a group of courses designated as the Police Administration Core. The following courses constitute this core: 1. PLA llO Introduction_to Criminal”Justice 5 credits 2. PLA 130 Administrative Concepts in Law 5 credits Enforcement and Public Safety 3. PLA 275 Criminal Law 5 credits A. PLA 355 Delinquency Prevention and Control 5 credits 5. PLA 368 Correctional Philosophy, Theory 5 credits and Practice 6. PLA A99 Senior Seminar §_credits Total Police Administration Core 30 credits Area of.Interest Requirement Forty (A0) credits have been designated as an area of interest requirement. This area has been established for the professional development of the student. The student mu§t_complete 30 additional credits of police administration. The student may glggt_10 additional credits of police administration, or, with the advice and consent of his academic advisor, substitute 10 non-police administra- tion credits within this area. Although no specific courses are required, the following are highxy recommended: 1. PLA 235 Police Administration I 5 credits 2. PLA 236 Police Administration II 5 credits 3. PLA 2A5 Highway Traffic Administration I 5 credits A. PLA 2A6 Highway Traffic Administration II 5 credits 5. PLA 2A7 Highway Traffic Administration III 5 credits 6. PLA 318 The Police and Community Relations A credits 7. PLA A71 Criminal Procedure A credits 8. PLA A90 Field Service Training and 12 credits Internship 9. CE 3A2 Survey of Transportation Systems A credits 10. ED A29F Driver Education & Traffic Safety I 3 credits 11. ED A29G Driver Education & Traffic Safety II 3 credits 1376 Social_Science Cognat§_ The student must complete a social science cognate requirement of A0 Courses from any of the departments or schools within the College of Social Science may be elected to complete this requirement. Academic units of the College are (1) Anthropology, (2) Geography, (3) Labor and Industrial ' Relations, (A) Political Science. (5) Psychology, (6) Social Work, (7) Sociology and, (8) Urban Planning & Landscape Architecture. The following courses are recommended to complete the cognate. credits. 1. 2. l2. 13. 1A. 15. 16. 17. 18. 19. 20. 21. 22. 23. PLS PLS PLS PSY PSY PSY PSY PSY PSY PSY PSY PSY PSY PSY PSY SOC SOC SOC SOC SOC SOC SOC SOC 100 301 302 151 200 225 255 315 335 337 357 A25 A27 A36 :55 2A1 355 351 359 A28 A32 A33 A51 American National Government (A credits) American State Government (A credits) American Urban Government (A credits) Genral Psychology (A credits) Principles of Behavior (5 credits) Psychology of Personality (3 credits) Pscyhology of Business and Personnel (3 credits) Psychometric Methods (3 credits) Principles of Social Psychology (A credits) Legal and Criminal Psychology (3 credits) Psychology of Advertising and Selling (3 credits) Abnormal Psychology (A credits) Personality: Dynamic Theories (3 credits) Psychology of Communication and Persuasion (3 credits) Personnel Research Techniques (A credits) Introduction to Sociology (A credits) Criminology (3 credits) Social Psychology (3 credits) The Sociology of Mass Communication (3 credits) Contemporary Communities (A credits) Normal and Delinquent Behavior of Youth (3 credits) Minority Peoples (3 credits) Public Opinion and Propaganda (3 credits) 2A. 25. 26. 27. 28. 29. Electives soc A92 sw 205 sw A38 232 S 233 311 177 Methods of Social Research (5 credits) Contemporary Social Work (3 credits) Social and Emotional Development (A credits) Contemporary Urban Development (3 credits) The Role of Planning in Urban Development (3 credits) Site Planning and Construction I (5 credits) The student, with the advice of his academic advisor, may elect 25 credits from courses offered throughout the University. band, foreign languages, or military science. 1. 2. ll. 12. 13. 1A. 15. 16. 17. 18. 19. ADV A27 AFA 315 BOA 23A BOA 235 BOA 236 BOA 370 BOA A27 BOA Aho BOA AAl COM 100 COM 101 COM 116 COM 228 COM 300 COM 305 COM 309 COM 350 EC 200 ED 200A This group may be utilized for Following are recommended courses Principles of Public Relations (3 credits) Survey of Accounting Concepts (A credits) Typewriting I (2 credits) Typewriting II (2 credits) Advanced Typewriting (3 credits) Office Administration (3 credits) Business and Technical Reports (A credits) Law and Society (3 credits) Law of Contracts and Business Organizations (5 credits) The Communication Process (3 credits) Public Speaking (3 credits) Group Discussion (3 credits) Parliamentary Procedure (1 credit) Effects of Communication (A credits) Persuasion (3 credits) Argumentation (3 credits) Language and Communication (A credits) Introduction to Economics (A credits) Educational Psychology (3 credits) 20. 21. 22. 23. 2A. 25. 26. 27. 28. 29. 30. 31. 32. 33. 3A. 35. 36. 37. 38. 39. A0. A1. A2. A3. AA. A5. A6. Ed A16 Ed A31 ENG 201 ENG 213 HPR 331 HPR A07 HST 121 HST 122 JRN 110 JRN 201 JRN 300' JRN 306 JRN 318 JRN A30 JRN A70 JRN A76 JRN A77 MGT 302 MGT 307 NOT 310 MGT A03 MGT AoA MTA 3A1 PHL 120 PHL 137 PHL 360 TR 2‘37 178 Personnel Work in Student Housing (3 credits) Educational Media in-Instruction (3 credits) Nature of Language (3 credits) Expository Writing (3 credits) First Aid (3 credits) Safety Education (3 credits) History of the United States: The Federal Union (A credits) History of the United States: The Nation State (A credits) Journalism in a Free Society (3 credits) News Writing (A credits) Reporting (A credits) Television and Radio News (A credits) Technical Writing (3 credits) Law of the Press (A credits) Survey of Mass Communications Research The Press in Democratic Societies The Press in Authoritarian Societies Organization and Administration (A credits) Personnel Relations (A credits) Fundamentals of Personnel Administration (A credits) Safety Management (A credits) Human Relations in Business (A credits) Transport Requirements and Programming (A credits) Classics of PhiloSOphic Literature (3 credits) Introduction to the Principles of Right Reason (3 credits) Philosophy of Law (3 credits) TElevision Program Deve10pment (3 creditS) 179 Program Flexibility The courses listed herein as recommended courses, do not preclude the taking of other courses to meet the requirements. They are presented as suggestions. 180 Effective: Winter, 1971 SCHOOL OF CRIMINAL JUSTICE College of Social Science Michigan State University East Lansing, Michigan STUDENT PLANNING GUIDE LAW ENFORCEMENT ADMINISTRATION Purpose of the Student Planning Guide This guide has been prepared to facilitate the student's planning of his four-year curriculum.leading to a degree in Criminal Justice with emphasis on Law Enforcement Administration. (This_guide does not appLy to the areas of correction§,,security, delinquency, traffic or science.) The student, with the advice and consent of his academic advisor, is responsible for organizing his program to satisfy degree requirements, conforming to the guidelines established herein. University College Requirements There are two levels of undergraduate instruction at Michigan State University. All freshmen and sophomores automatically fall into the first category of University College. The Upper Class consists of Juniors and seniors which are enrolled in the various departments, which are in turn, grouped into divisions and colleges. Criminal Justice majors who are in the freshmen and sophomore class are enrolled both in the University College and in the School. The University College course requirements are as follows: 1. American Thought and Language 111, 112, 113. -- 9 credits (Taken during the freshman year - 3 terms) 2. Natural Science 191, 192, 193. --12 credits (Taken during the freshman year - 3 terms) ' ' 3. Social Science 231, 232, 233. --12 credits (Taken during the sophomore year - 3 terms) A. Humanities 2A1, 2A2, 2A3. --12 credits (Taken during the sophomore year - 3 terms) 5. Health, Physical Education and Recreation —- 3 credits (Taken during the freshman year - 3 terms) Total University College Requirement A8 credits The University College expects that its course sequences will be 'taken.in uninterrupted fashion. Veterans are exempt from physical education requirements. Students transferring from.other institutions may be given credit for Uhviersity College requirements according to the nature of the course work taken elsewhere. 181 Criminal Justice Core In addition to the University College requirements, every Criminal Justice maJor must complete a group of courses designated as the Criminal Justice Core. The following courses constitute this core: 1. CJ 110, Introduction to Criminal Justice A credits 2. CJ 230, Administrative Theory in Criminal Justice 5 credits 3. CJ 355. Delinquency Prevention A Control 5 credits A. CJ 368, Correctional Philosophy, Theory 5 credits & Practice 5. CJ 375. Criminal Law A credits 6. CJ A92, Methods of Criminal Justice Research A credits 7. CJ A99, Senior Seminar 5 credits Total Criminal Justice Core 32 credits Area of Interest Requirement Twenty-eight credits have been designated as an area of interest re— quirement. This area has been established for the professional development of the student. The student must complete eighteen (18) additional credits of criminal Justice in this area. In addition to these 18 required criminal Justice credits, the student may elect 10 additional credits of criminal Justice Q§_with the advise and consent of his academic advisor elect 10 credits outside the School which complement his chosen area of interest. Although no specific criminal Justice courses are required, the following are highly recommended: CJ 335 Police Administration I 5 credits CJ 336 Police Administration II 5 credits CJ 318 Police Community Relations A credits CJ 395 Criminal Investigation 5 credits CJ A71 Criminal Procedure A credits (Note: Criminal Justice credit is acceptable only for the ”Core" and "Area of Interest" requirements. A student is required to complete a minimum of 50 CJ credits, but may obtain a.maximum of only 60 CJ credits.) Social Science Cognate The student must complete a social science cognate requirement of A0 credits. Courses from any of the departments or schools within the College of Social Science may be elected to complete this requirement. 182 Academic units of the College are (1) Anthropology, (2) Geography, (3) Political Science, (A) Psychology, (5) Sociology, (6) Labor and Industrial Relations, (7) Social work, and (8) Urban Planning and Landscape Arch- itecture. 1. ll. 12. 13. 1A. 15. 16. 17. 18. 19. 20. Electives PLS PLS PLS PSY PSY PS! Psi PSY PSY PSY PSY SOC SOC SOC SOC SOC 100, 301, 302, 151. 225. 255. 315. 337. A25, A55. A56. 2A1, 351: A32, A33. A35. A51. The following courses are recommended to complete the cognate. American National Government (A credits) American State Government (A credits) American Urban Government (A credits) General Psychology (A credits) Psychology of Personality (3 credits) Psychology of Business and Personnel (3 credits) Psychometric Methods (3 credits) Legal and Criminal Psychology (3 credits) Abnormal Psychology (A credits) Personnel Research Techniques (A credits) Training and Supervising (3 credits) Introduction to Sociology (A credits) Social Psychology (5 credits) Normal and Delinquent Behavior of Youth (3 credits) Minority Peoples (3 credits) Criminology (3 credits) Public Opinion and Propaganda (3 credits) SW 205, Field of Social work (3 credits) SW A38, Social and Emotional Development (A credits) SW A39. Interviewing in Social welfare (A credits) The student, with the advice of his academic advisor, may elect 35 credits from courses offered throughout the University. Following are recommended courses. 1. .ADV A27, Principles of Public Relations (3-crcdits) 2. AFA 315, Survey of Accounting Concepts (A credits) 10. ll. 12. 13. 1A. 15. 16. 17. 18. 19. 20. 21. 22. 23. 2A. 25. 26. 27. 183 BOA 23A, Typewriting I (2 credits) BOA 235, Typewriting II (2 credits) BOA 236, Advanced Typewriting (3 credits) BOA 370,.0ffice Administration (3 credits) BOA A27, Business and Technical Reports (A credits) BOA AAO, Law and Society (3 credits) BOA AAl, Law of Contracts and Business Organizations (5 credits) BOA AA3, PrOperty, Sales, Negotiable Instruments (A credits) COM 100, The Communication Process (3 credits) COM 101, Public Speaking, (3 credits) COM 116, Group Discussion (3 credits) COM 228, Parliamentary Procedure (1 credit) COM 305, Persuasion (3 credits) COM 309, Argumentation (3 credits) ED A29F, Driver Education and Traffic Safety I (3 credits) ED A29G, Driver Education and Traffic Safety II (3 credits) ED A31, Educational media in Instruction (3 credits) ENG 201, Nature of Language (3 credits) ENG 213, Expository writing (3 credits) HPR 331, First Aid (3 credits) HST 121, History of the Untied States: The Federal Union (A credits) HST 122, History of the United States: The Nation State (A credits) HST 3A8, Constitutional and Legal History of England (3 credits) HST 3A9, Constitutional and Legal History of England (3 credits) HST 352, Ancient History (3 credits) 28. 29. 30. 31. 32. 33. 3A. 35. 36. 37- 38. 39- A0. A1. A2. A3. JRN 110, JRN A30. JRN A70, JRN A76, JRN A77, MGT 302, MGT 307, MGT 310, MOT AOA, PHL 120, PHL 1379 PHL 3379 PHL 338, PHL 339. PHL 360. REL 100, Program.F1exibility 184 Journalism in a Free Society Law of the Press Survey of Mass Communications Research The Press in Democratic Societies The Press in Authoritarian Societies Organization and Administration (A credits) Personnel Relations (3 credits) Fundamentals of Personnel Administration (3 credits) Human Relations in Business (A credits) Classics of Philosophic Literature (3 credits) Introduction to the Principles of Right Reason (3 credit Formal Logic Part I (3 credits) Formal Logic Part II (3 credits) Formal Logic Part III (3 credits) Philosophy of Law (3 credits) Introduction to Christianity (3 credits) The courses listed herein as "recommended" courses, do not preclude the taking of other courses to meet the requirements. They are presented as suggestions. cac 185 Effective Fall Term 1971 SCHOOL OF CRIMINAL JUSTICE College of Social Science Michigan State University East Lansing STUDENT PLANNING GUIDE SECURITY ADMINISTRATION Purpose of the Student Planning Guide This guide has been prepared to facilitate the student's planning of his four-year curriculum leading to a B.S. degree in Criminal Justice with emphasis on Security Administration. The student is primarily responsible fOr organizing his program to satisfy degree requirements, conforming to the guidelines established herein, and with the advice and consent of his academic advisor. Universitngollege Requirements There are two levels of undergraduate instruction at Michigan State Univer- sity. A11 freshmen and sophomores automatically fall into the first category of University College. The Upper Class consists of Juniors and seniors who are en- rolled in the various departments, which are in turn, grouped into divisions and colleges. Criminal Justice maJors who are in the freshman and sophomore class enroll both in the University College and in the School. The University College course requirements are as follows: 1. American Thought and Language 111, 112, 113. (Should be taken during the freshman year — 3 terms.) -- 9 credits 2. Natural Science 191, 192, 193. (Should be taken during the freshman year - 3 terms.) —-12 credits 3. Social Science 231, 232, 233. (Should be taken during the sophomore year - 3 terms.) -—12 credits A. Humanities 2A1, 2A2, 2A3. (Should be taken during the sophomore year - 3 terms.) -—12 credits A5 credits Total University College Requireynts The University College expects that its course sequences will be taken in consecutive fashion. It is usually a good idea to take not more than two or three University College courses per term, See the first colored.page fOr a suggested (but not required) phasing of courses. Students transferring from other institutions may be given credit for University College requirements ac— cording to the nature of the course work taken elsewhere. 186 Criminal Justice Core In addition to the University College requirements, every Criminal Justice maJor must complete a group of courses designated as the Criminal Justice Core. The following courses constitute this core: 1. CJ 110, Introduction to Criminal Justice A.credits 2. CJ 230, Administrative Theory in Criminal Justice 5 credits 3. CJ 355, Delinquency Prevention and Control _ 5 credits A. CJ 368, Correctional Philosophy, Theory, and Practice 5 credits 5. CJ 375, Criminal Law A credits T 6. CJ A92, Methods of Criminal Justice Research A credits 6 7. CJ A99, Seminar in Criminal Justice 5 credits ( Tbtal Criminal Justice Core 32 credits Area of Interest Requirement Twenty-eight (28) credits have been designated as an area of interest re- quirement. This area has been established for the professional development of the student. The student must complete 18 additional credits of Criminal Jus- tice. The student may elect 10 additional credits of Criminal Justice, or, with the advice and consent of his academic advisor, substitute 10 non-criminal Jus- tice credits within this area. Ordinarily Security maJors would.be well advised to use the second option. Although no specific criminal Justice courses are re- quired, some are highly recommended (See appended list of recommended courses). Social Science ngpate The student must complete a social science cognate requirement of AO credits Courses from any of the departments or schools within the College of Social Scier may be elected to complete this requirement. Academic units of the College are (1) Anthropology, (2) Geogra hy, (3) Political Science, (A) Sociology, (5) Labor and Industrial Relations, (6 Social Wbrk, and (7) Urban Planning and Landscape Architecture. Courses in Economics and (with approval of the advisor) other courses may also be included in this category. Electives The student, with the advice of his academic advisor, may elect 35 credits from courses offered throughout the University. This group may be utilized for such courses as band, foreign languages, military science, and "cultural courses‘ .e.s., mustic appreciation, art appreciation). Now that HPR course are no longer required the student should think seriously about what courses in this area he wants to take. It is Just as important to learn how to play well as the work well. A list of recommended courses is appended. 187 How to Use This Outline The attached outline indicates the required and recommended courses for students entering the Fall Tenn of 1971 or subsequently and who wish to prepare themselves for careers in Security Administration. Those who entered prior to this time may elect to follow the program as set out in the curriculum outlines in their files. You should keep a copygof the curriculum outline which is in your file (the second colored page) so that you can record on_your copy the coursesgyouptake. This will help you to do intelligent plannipg, You are urged to keep this outline for future reference, to study catalog descriptions of courses, and periodically to think about what you.want to be. This will help you to make your decisions on vocational choices and course choice The suggested phasing of courses (on the first colored page) is prepared fOr you: convenience; while this phasing can be departed from in Specific cases, in general you should follow the suggested phasing insofar as possible. You should work off required courses as soon as convenient. If you put them off until the last term or two, you.may find them conflicting with each other as to time, or not offered during the term when you need them. The student is primarily res- ponsible fer ogggnizigg_his progggm.to satisfygthe daggee requirements, conform— $25_§9_§Q§_guidglines established in this ggterial, and obtaining the help of the advisor whep it is needed. On the attached colored ferm.some courses have been entered in the "Area of 7 Interest," "Social Science Cognate," and "Elective" categories as highly recomr mented electives, but the student is invited to think critically about them from the standpoint of whether they are relevant to his ObJectives. Also, if a stu— dent has a proficiency in a given subJect matter, such as public speaking, this would be sufficient Justification for not taking the course. Courses with the double asterisks indicate courses which should be taken b any 0+ or better stu- dent who desires a "firgt class" or "guality' education. They are valuable courses which would have high relevance for any field of endeavor!!! They are not recommended for the marginal or lazy student whose obJective, perhaps real- istically, is merely to obtain a bachelor‘s degree. It should be understood, however, that most bosses are not Just interested in the degree - they want people who can solve a problem, write a report, make a Speech, etc. Whether or not a student has taken any of these courses will weigh substantially in what kind of a recommendation he will get from me. If’you are in doubt whether to try such a course, a compromise solution would be to enroll in it, and if you find that it is too demanding, drop it for credit and add it for audit. The following general guidelines are suggested fOr students pondering 'whether to take CJ A90, Criminal Justice Practicum. If a student has consider- able work experience in security and law enforcement, is sure that he wants to work in these fields as a vocation, and is a superior student as attested by gradepoint average, he would be well advised to pass up A90 and substitute good solid academic courses. Students who are in the reverse of this situation (little or no work experience, low grade point average, doubt about career interests) would be well advised.to take A90. Students who meet only one or two of these criteria will need to think about the issue a little more in terms of their individual situation and are encouraged to discuss it with an advisor. Students contemplating the possibility of taking graduate work or law school should study the course requirements of the program.contemplated and try to incorporate such courses in their bachelor's program.as electives. Relevant courses in other fields listed on the white sheets are fOotnoted to indicate their value as preparation for graduate degrees. Some of these course numbers :may have eggpged; use the titles as spggestive. 188 This outline is drawn up to fit the typical cases. People with unusual or quite specific vocational obJectives are encouraged to discuss with their ad- visor a program to fit their specific needs. 'with his and the School's approval, a special program may be worked out. Bx .Qofl LJMM‘L Leon weaver, Professor School of Criminal Justice 189 Revised Sept. 1, 1971 SECURITY ADMINISTRATION Suggested Phasing of Courses (Effective Fall Term.l972) (U) = University requirement. (C) = CJ core requirement. (A) = "Area of Interest" recommended course. (8) 8 Social Science Cognate recommended courses. (E) = Recommended elective. Students are encouraged to propose substitutions in the light of their specific obJectives, scheduling difficulties, etc. FRESI-MAN YEAR Fall Winter Spring ATL 111 (U) 3 ATL 112 (U) 3 ATL 113 (U) 3 NS 191 (u) 1. NS 192 (u) h us 193 (U) ’4 CJ 110 Intro C.J. (c) 1: PSY 151 Gen. Psyc. (s) h PLS 170 The Isms (s) S spa 101 Pub. Speak(E) 3 MGT 101 Intro. to Bus. 19!!!) 3 '1? it E somouoRs YEAR HUM 2A1 (u) h HUM 2&2 (U) h HUM 213 (U) h 55 231 (u) u 55 232 (U) 1: ss 233 (U) 1* CJ 325 crim.Inves.(A) 5 CJ 230 Adm.Concepts(C) S MTH 108 or other 5 PSY 255 Psy.of Bus. ' ' ' Pers. (8)3 _% PHL 237 Logic (3);; 3 CJ 375 _l; 1 TE 17 JUNIOR 1m CJ 380 Ind.Sec.Adm.(A)5 BLI h27 Bus.&Tech. . CJ 381 Ind.Fire Prot.(A) h CJ 355 Delinq. (c) 5 Rept. (A) 1. CJ 1:81 Theft Control (A) 3 ' CJ hao Int.Sec. (A) h MOT 1.03 Safety Mgt.(A) 3 ' Electives _2. STT 201 Statistics (E) _3_ Electives ._§ 15 15 15 SENIOR YEAR CJ 368 Correct. (c) 5 CJ hgo Crim. J. Prac- CJ 1:99 Sr. Sem. (c) 5 CJ h92 Research (C)- h ticum or other 1-12 Electives _é. ___ Electives l9. 1 12 15 For lettered notes, see next page. “or? 190 (Continued from SECURITY ADMINISTRATION) a Possible substitute: PHL 137, Principles of Right Reason - 3 crs. g For Freshman only. Possible substitutes for others: MGT 303, 306, 307, hob. Also PSY 356 or soc 1:27 or AFA 315. 3 Possible substitutes: MGT 303, Personnel Administration - 3 crs.; MGT 307, Personnel Relations - 3 crs.; MGT hols, Human Relations - 3 crs.; PSY 356. Human Relations in Industry - 3 crs.; SOC 1:27, Industrial Sociology - 3 crs. 191. Revised .9/1/71 SCHOOL OF CRIMINAL JUSTICE College of Social Science Michigan State University DEGREE FEQUIREMEH$§;(Security Area of Interest) Term Student Student No. Advisor UNIVERSITY REQUIREMENTS (45 credits) SOCIAL SCIENCE COGNATE2 (ho credits) Credits Enrolled Completed ATL 111 ATL 112 ATL 113 NS 191 NS 192 NS 193 SS 231 SS 232 SS 233 HUM 2H1 HUM 2&2 HUM 2&3 **PLS 170 PSY 151 ' 255a “U U) .14 :rrtrrrrrwww mmmm HHHHHHIH HHIIIHIHIH I‘Wlllllllllllwm" no \ ‘j‘ HIHHHIH 45 CJ CORE (32 credits) ELECTIVES3 credits) CJ 110 CJ 23o CJ 355 CJ 375 CJ 368 CJ h92 CJ A99 **PHL 237C SPH 101 **MTH 108d **STT 201 lllllll lllllll HI HI II!!! Ia” ‘ l #Wfitntp V” F30!“ :W'UV‘IU‘IL" AREA OF INTEREST REQUIREMENT1 (28 credits) *CJ 325 5 ADVISOR'S NOTATIONS: *CJ 380 5 *CJ 381 h *CJ hBO h *CJ hBl 3 CJ *** , CJ *** CJ use "‘ '“‘"“ MGT 1013 3 AFA h86 5 BOA h27b h _ _ MGT h03 h _ AFA 315 h (continued) *5!- *1“!- NOTE: 192 The student must complete a minimum of 18 CJ credits in this area. A.maximum of 28 CJ credits may be completed in this area. Security majors ordinarily will be well advised to take some Business or Political Science courses in this category. Students may take any course in the College of Social Science to fulfill this requirement, (except CJ). Economics and (with prior approval of the advisor) other courses may be included here. Students may choose courses from throughout the University (except CJ) with advisor's advice and consent. Excess credits from other groups can be applied here also. NOTE: A maximum of only 60 credits is acceptable toward degree requirements. There is a strong presumption that any Security Major should have this course. For those willing to work for a "first class quality" education. See covering statement. Particularly recommended for consideration if scheduling permits: CJ 3183 CJ hOl; CJ h71; CJ h90. For freshmen only. Others might consider some other MGT course, such as 303, 306, 307, or hot. Also PSY 356 or SOC AZ? or AFA 315. There is a presumption that any student could profit from this course. Students who feel that they have a proficiency in writing technical reports (not Just letters, etc.) are urged to talk to an advisor before deciding not to take it. Possible substitute: PHL 137. Possible substitute: MTH 111. Possible substitute: MGT 303, 307, hob, PSY 356, soc h27. Some course numbers and titles in other departments may have changed since this last was prepared. Students should make the nature of the subject matter their guiding criterion. 193 Revised November 1970 SCHOOL OF CRIMINAL JUSTICE COLLEGE OF SOCIAL SCIENCE MICHIGAN STATE UNIVERSITY Recommended Courses, Security Administration Curriculum Effective March 1968 Electives and course substitutions are subject to the approval in advance by the student's advisor, but the student is urged to use initiative in compiling a tentative list of elective courses which reflect his preferences. The list is suggestive and certainly not exhaustive. Students are urged to study the list and the catalog in the light Of their vocational objectives and interest, to think through their choices, and to plan ahead what courses they think they would like to take, if only on a tentative basis, bearing in mind that the security administrator of the future must have a good general education and be conversant with certain aspects of business and public administration as well 88‘w1th law enforcement. NOTE: Course numbers may have changed. Use course title rather than number as your guide. A Sugggsted List Criminal Justice CJ 225 (Police Science Laboratary - 0-6 cr.) CJ 235 (Police Administration I - 5 cr.) CJ 318 (The Police and Community Relations - 4 cr.) CJ 4OOH (Honors Work - Variable Credit) CJ 401 (Case Studies in Law Enforcement and Public Safety - 1-6 cr.) *CJ 471 (Evidence and Criminal Procedure - 4 cr.) Humanities, Arts and Sciences ART 266 (History of Western Art: Prehistoric to Byzantine — 3 cr.) ART 267 (History of Western Art: Medieval to Renaissance - 3 or.) ART 268 (History of Western Art — 3 cr.) ART 467 (Arts in the United States — 3 cr.) ART 468 (Arts in the United States - 3 cr.) ART 475 (History of Modern Architecture - 3 cr.) COM 100 (The Communication Process - 3 cr.) ENG 205 (Introduction to Shakespeare - 3 cr.) *ENG 213 (Expository Writing - 3 cr.) ENGAZBO (Masterpieces of American Literature - 3 cr.) ENG 346 (Bible as Literature - 3 cr.) FL (Courses appropriate for student's field of interest) *HST 241 (Economic and Business History - 3 cr.) HST 242 (Economic and Business History - 3 cr.) HST 439 (Recent American History - 3 cr.) MTH 101 (College Algebra - 4 or. e or other Math courses - 5 cr.) MTH 108 (College Algebra and Trigonometry I - 5 cr.) *Indicates courses especially recommended. 194 Business. Communication Arts, Education *AFA 21o AFA 211 ARA 212 aseAFA 315 ***AFA 313 ED 210 ED h31 ED 822s ENG 346 EL LIO 233 LIO 326 LIO 37o LIO hhi LIO hh3 LIO huh ***MCT 302 ***MCT 303 MGT 306 MGT 307 ***MCT hot MTA 351 Social Sciences fifiiEc ***EC 210 *EC 305 EC 306 PLS 100 ”PLS 201 *PLS 202 PLS 260 “PLS 300 *PLS 301 “*PLS 302 “*PLS 310 PLS 311 PLS 312 fiflPLS 323 PLS 326 PLS 327 PLS 328 PLS 363 PLS 375 PLS 376 PLS 377 202 (Principles of Accounting « 3 cr.) (Principles of Accounting - 3 cr.) (Principles of Accounting - 3 cr.) (Survey of Accounting Concepts - 3 cr.) (Financial Administration - 3 cr.) (Educational Psychology - 3 cr.) (Audio-Visual Instruction - 3 or.) (Adult Education: A General Survey - 3 cr.) (Bible as Literature ~ 3 cr.) (Courses appropriate fer student's field of interest) (Beginning Typewriting I - 2 cr. - only if no previous typewriting courses) ' (Business Letter writing — h cr.) (Office Management - 3 cr.) (Contracts - 3 cr.) (Property, Negotiable Instruments - k cr.) (Partnership and COOperations - 3 cr.) (Principles of Management I - 3 cr.) (Principles of Management II - 3 cr.) (Systems and Procedures) Incl. computer uses (Personnel Relations — 3 or.) (Human Relations in Business and Industry - 3 cr.) (Retail Administration - 3 cr.) (Including Economics ) (Introduction to Economics - 3 cr.) (Fundamentals of Economics - h cr.) (Survey of Labor and Industrial Relations - 3 or.) (American Trade Unionism - 3 cr.) (Contemporary Political Problems - 3 cr.) (Introduction to Political Science — 3 cr.) (Introduction to Political Science - 3 or.) (International Relations - 3 cr.) (American National Government - 3 cr.) (American State Government - 3 or.) (American Urban Government - 3 cr.)' (Introduction to Public Administration - 3 cr.) (Case Studies in Public Administration - 3 cr.) (Processes of Public Administration - 3 or.) (The American Judicial Process ~ 3 cr.) (Politics and the Constitution — 3 cr.) (Politics and the Constitution - 3 cr.) (Politics and the Constitution - 3 or.) (The United States in WOrld Affairs - 3 cr.) (Theory and Practice of International Communism - 3 cr.) (Theory and Practice of International Communism - 3 or.) (American Political Thought - 3 cr.) * Indicates courses especially recommended. ** Indicates courses recommended for those contemplating a.master's program in Political Science. 9*! Indicates courses recommended for those contemplating an MBA program. 195 PLS 378 (American Political Thought - 3 cr.) ””PLS h03 (Selected Aspects of State and Local Government - Power Structure - 3 cr.) PLS h12 (Human Relations and Personnel - 3 cr.) ””PLS hlS (Organization and Administration - 3 cr.) PSY 101 (Methods of Effective Study — 1 cr.) PSI 225 (Psychology of Personality - 3 cr.) PSI 335 (Psychology of Human Relationships - 3 cr.) PSY 336 (Psychology of Social Movements - 3 cr.) PSY 337 (Legal and Criminal Psychology - 3 cr.) PSY 356 (Psychology of Human Relations in Industry - 3 cr.) PSY h05 (Modern Viewpoints in Psychology - 3 cr.) PSY h25 (Abnormal Psychology - h cr.) PSY h56 (Training and Supervising - 3 cr.) PSY h57 (Personnel Interviewing - 3 cr.) ”SOC 241 (Introduction to Sociology - 3 cr.) ”SOC 251 (Introduction to Social Psychology - 3 cr.) SOC 271 (Introduction to Antropology - 3 or.) ”SOC 421 (Industrial Sociology - 3 cr.) SOC 429 (The Urban Community - 3 cr.) ”SOC 432 (Normal and Delinquent Behavior of Youth _ 3 cr.) ”SOC 435 (Criminology - 3 cr.) SOC A69 (Cultural Areas of the WOrld - 3 cr.) SOC h71 (Modern American Society - 3 cr.) ”SOC h92 (Methods of Social Research - 3 cr.) ” Indicates courses especially recommended. ”” Indicates courses recommended for those contemplating a Master's program in Pelitical Science. APPENDIX C MICHIGAN POLICE AGENCIES: PERSONNEL RANKS AND MANPOWER STRENGTH 196 Listing of Police agencies within the state of Michigan with their personnel ranks or levels and manpower strength. Q£I£§§_ Rank or Level CHIEF ASST. CHIEF CAPT. LTS. SGT. PAT. DET. WOMEN Over 1,0001000 Detroit 1 1 28 121 295 3h05 338 76 Over 50,000 Ann Arbor l l 1 7 10 78 2 2 Dearborn l 1 2 5 16 13h 15 l Dearborn Heights 1 - - h 8 16 7 3 Lincoln Park 1 l - 5 7 35 l 2 Livonia 1 - 2 8 1o 59 6 3 Pontiac 1 - h 7 16 110 13 2 Roaeville l 1 - 6 8 51 3 1 Royal Oak 1 1 1 3 6 52 9 5 St. Clair Shores 1 l 2 6 12 68 - - Warren” 1 1 - 1 l 1 l 1 Heatland 1 - 1 5 h h? h 1 Bay City 1 1 3 7 5 hh - 1 Flint 1 1 S 10 3O 23l 39 10 Grand Rapids 1 l 8 1h 30 206 l h Jackson 1 l 2 3 11 AA 10 1 Kalamazoo 1 - 3 6 10 100 12 2 Lansing l l 5 6 20 159 18 3 Muskegon l - l” l” l 1 - l Saginaw l 1 3 9 18 115 16 6 Wyoming 1 - - l 5 3h 6 l ” In Negotiation TOTAL h26$ 102 175 39 52 89 153 71 78 9O 63 62 327 265 73 13h 213 169 b8 .1597 CITIES Rank or Level Over 25 L000 — 50,000 CHIEF ASST.CHIEF 95:2; EI§;_ SGT. PAT. DET. WOMEN Allen Park 1 - - 6 6 37 5 2 Burningham 1 — - h 5 27 2 2 East Detroit 1 — 1 b 6 36 T 2 Ferndale l — 1 3 8 30 h 1 Garden City 1 - l 3 S 21 h - Hamtramck 1 - l S 9 Ah 6 1 Hazel Park 1 - 1 h 7 22 - - Highland Park 1 - 3 9 11 S6 8 1+h Lakster 1 - - 2 8 29 1 1+1 Madison Heights 1 — - 5 8 28 1 - Oak Park 1 1 1 6 ha 2 2 Southfield l - 2 h 8 71 1 - Southgate 1 - l 6 7 22 h - Sterling Heights 1 - - 7 9 39 - - Wyandotte l 1 - 6 8 35 h 1 Battle Creek 1 - 3 6 7 hS h 1+2 East Lansing l l - 2 3 26 3 1+1 Midland 1 - 1 h 5 26 - - Portage l - - l h 20 3 1 Port Huron l - l 5 6 32 h 1 TOTAL 57 bl 57 h8 35 67 35 93 h3 A3 65 87 hl S6 56 69 38 37 29 50 159E3 CITIES Rank or Level Over 10,000 - 2h,999 CHIEF ASST. CHIEF CAPT. LTS. SGT. PAT. DET. WOMEN Berkley 1 1 - 3 h 10 1 1 Center Line 1 - - l 2 16 l - Clavson 1 - - - 3 1 - - Ecorse 1 1 1 7 7 20 8 1 Grosse Pointe Farms 1 - - l 5 21 - - Grosse Pointe Park 1 - 1 l S 23 1 - Grosse Pointe Woods 1 - 1 3 3 30 — - Harper Hoods l 1 1 l h 16 2 l Melvindale l - - 3 3 1h 2 1 Mt. Clemens 1 - 1 h h 23 1 1 River Rouge”” 1 1 - l l l 1 1 Trenton l - - 9 10 - 7 1 Troy 1 - 1 - 5 h2 - - Hayne 1 - 1 3 3 21 2 - Ypsilanti 1 - l h 8 28 b - Adrian 1 - - - 5 18 - - Albion 1 1 - - 3 in - - Benton Harbor 1 - 1 S 5 28 1 1 East Grand Rapids 1 — - 1 h 10 - 1 Grand Haven 1 - - l S 12 - - Holland 1 - - 1 5 20 h 1 Kentwood 1 — - - l 7 1 - Monroe 1 - 1 5 7 26 - 1 TOTAL 21 21 A6 28 32 38 27 2h 35 28 A9 31 h6 2b 19 h2 17 19 32 10 A1 199 Continued CITIES Rank or Level CHIEF ASST. CHIEF CAPT. LTS. SGT. PAT. Mount Pleasant 1 - - ' - 3 11 Muskegon Heights 1 — 2 3 h 22 Niles 1 - b 1 3 15 Norton Shores 1 1 - 1 1 8 Owosso 1 - 1 3 h 18 St. Joseph 1 - - 3 3 12 Alpena 1 - 1 - h 16 Cadillac 1 - - 1 2 9 Escanaba 1 - 1 - h 1h Ironwood 1 1 3 - — 12 Marquette l l 2 - 3 25 Menominee 1 - 1 - 1 1 ””Figures in 1969 Bulletin Sault Ste. Marie 1 - 1 3 6 19 Traverse City 1 - 1 2 h 15 AIOOO - 9.229 Beverly Hills - - - 1 h 1 Parmington 1 - - - 6 16 Flat Rock I - - h 1 5 Fraser 1 - - 2 5 16 Grosse Pointe 1 - - 1 3 10 Huntington Woods 1 - - 2 1 10 Milford l - - - 1 h DET. WOMEN 1 - - 1 1 1 1 - 2 - - 2 1 1 3 - 2 1+2 1 1 1 - - 1 TOTAL 16 33 25 1h 28 21 22 15 22 17 35 35 23 25 11 2h 15 15 2()O CITIES Rank or Level TOTAL CHIEF ASST. CHIEF CAPT. LTS. SGT. PAT. DET. WOMEN Northville l - - - 3 7 - — ll Novi 1 - - - 1 9 1 - 12 Plymouth 1 1 - 2 2 9 - - 15 Riverview” 1 - - 1 1 1 1 - 5 Rochester 1 - - - 1 6 1 - 9 Allegan 1 - - _ - 1 - - 2 Alma l - - 1 3 9 - 1 15 Balding 1 - — - 1 3 _ - 5 Buchanan”” 1 - - - 1 1 - - 3 Charlotte 1 - - - 1 7 l - 10 Goldwater 1 - - - 3 10 - - 1h Dowagiae l - l - 2 6 l - 11 Eaton Rapids - - - — — - - - - Essexville 1 1 - - - 6 - - 8 Penton 1 - - - 1 7 - 1 10 Flushing 1 - l - 1 2 - l 6 Grand Ledge 1 — - - 1 5 - - 7 Orandville”” 1 - - - - 1 - - 2 Greenville 1 - 1 - 1 h - - 7 Hastings 1 1 - — — 8 - - 10 Hillsdale 1 - - — 1 7 1 - 10 Howell 1 - - - 1 h - - 6 Ionia 1 - - - 1 h - - 6 Lapeer 1 2 - - 3 6 — — 12 Marine City 1 - - - l h - l 7 CITIES Marshall Marysville Mason Otsego St. Clair St. Johns South Haven Springfield Steirgis Tecumseh Three Rivers Halker”” Zeeland Big Rapids” Cheboygan”” Gladstone Hancock Houghton Iron Mountain Ishpeming” Kingsford” Ludington Manistee Manistique Munising 201 CHIEF ASST. CHIEF CAPT. Rank or Level LTS. SGT. PAT. DET. WOMEN 1 1 - 2 8 - 2 5 - 1 5 - 1 3 1 - - - - 5 — 2 1o 1 2 7 - 3 11 - 1 1o - h 6 - 1 1 1 1 2 - - 1 - 1 1 - - 1 - s - 1 6 - 1 8 - 1 1 - 1 1 1 1 1 - 1 l - - 5 - 1 3 1 1 .. - h+1 - 1 1 1 1 - — 1 TOTAL 12 19 11 16 12 13 CITIE Petoskey Rogers City 202 Rank or Level CHIEF ASST. CHIEF CAPT. LTS . SGT. 1 - 1 - 2 1 - - - - PAT . DET. WOMEN TOTAL 11 APPENDIX D POLICE TASK QUESTIONNAIRE MICHIGAN STATE UNIVERSITY East Lansing - Michigan 118823 College of Social Science - School of Criminal Justice ~ Olds Hall Dear Sir: The enclosed questionnaire is part of a research project designed to improve police training methods. Your participation in this project is vital to the ultimate value that it can serve in improvement of training. The identity of per- sons responding to the questionnaire is not pertinent to the study, on an individual basis. Identity as a police officer however is crucial. Your are therefore requested to indicate your rank, rather than your name for this purpose. No one will be identified as to the individual answers that he gives to items in the questionnaire. You have been selected to participate in this study based upon a scientific sampling procedure, decided upon through consultation with a person of wide statistical experience. Your careful consideration of the items of the ques- tionnaire and your responses to them is solicited. In order to aid you in supplying answers to the questionnaire with the least amount of time involved some explanatory remarks are necessary. First, read through the definition of items listed in the questionnaire. Then go through the questionnaire items and place a mark beside each item which applies to the tasks which you perform as a police officer. Having done this go over the items which you have marked and place a number in each slot beside the item. The number placed in the slot will indicate your decision as to the frequency with which you perform the particular task referred to in the item. A number "1" will indicate the task most frequently performed, a "2" will indicate the second most frequently performed task, and so on until each of the items you marked has a number. Depending upon how many of the items apply to your function, as a police officer, the numbers in the slots can range from one to twenty-five. In those cases where you did not place a mark originally, items which you do not perform as a police officer place a "0". You are finished when all items on the questionnaire have either a number or a zero and you have indicated your rank, at the bottom of the questionnaire form. In cases where you feel that two or more tasks indicated on the form are per- formed with equal frequency, by you, assign them different numbers in any consecu- tive order (HAMPLE- item lsitem3-itemh, if the next number indicating frequency were 10, then items 1, 3 and A would receive frequency numbers of 10, 11, and 12, in any order). Also if you feel that other items should be included, which are not on the list, then include them in the blank spaces provided and give them a frequency number. Please return the completed questionnaire within seven days or as soon there- after as possible. Your participation in this project is highly appreciated. Sincerely , 2t) v‘iVJ-M\ CK. -9:\L1;W Winston A. Gibson 203 20 4 QUESTIO hum 1.. Ings DEFINED —-.—--‘- --.‘O m--“ PATROL-Presence and observation in an area to prevent and detect acts of behavioral deviance in accordance with laws and other regulatory measures. SEARCH AND SEIZURE-The act of legally searching persons and premises to gather evidence of illegal activities and seizing the person or evidence gathered for presentation before an authorized body of inquiry or adjudication. CRIME SCENE INVESTIGATION-Observation in a situation where a crime has been committed or is assumed to have been committed with the purpose of collecting, preserving, and preparing of evidence to support such commission of crime. TRAFFIC CONTROL-Patrol specifically directed toward pedestrian and vehicular traffic to insure their safe conduct and to act against violations and violators. ARREST OF VIOLATORS-The detention of violators or assumed violators, for the express purpose of bringing them before a legally authorized body for adjudication of their actions. TESTIFYIH§_IH‘COURT-The act of giving oral evidence or testimony before an authorized court of law in the cause of a viola~ tion of law, the hearing may be civil or criminal but must be in response to one's position as a police officer. DELINQUENCY CONTROL-Patrol and activities directly related to persons legally defined as juveniles. ADVISING CITIZENSuThe giving of advice to citizens, in criminal and ~ noncriminal‘contacts, relative to legal and other recourse available to resolve a condition at issue. TRAINING OTHER PERSONNELrThe instruction of police personnel to improve their performance and effectiveness pursuing the objectives of the police agency. SUPERVISING OTHER PERSONNEL-The direction of activities of police personnel in the “perfommance of their officially related tasks. REPORT WRITIngPreparation of reports to the police agency, by police officers, as required by the agency in given situations. ASSIGNING PERSONNELpAssignment or deployment of police personnel in order to most effectively prevent, detect, and control law violations. I SUPERVISIHG DETAIH_ED PERSONS-The purpose, care, and methods to be used in relation to persons detained for violation or assumed violation of law. 205 POLICE TASK QUESTIOLIHAIRE ”(Continuuedy TRANSPORTING PRISONERS-The act of conveying persons accused of law violation to an authorized place for additional processing as proscribed by law or departmental procedure PLANNING WORK FOR PERSONNEL AND_UNITS»Overa11 planning for the staffing, deployment, supervision, research, etc., for present and future Operations of a police agency or any of its' organizational units. BUDGETING FUNDS OF _UN_IT OR DJPARTWEN" The efficient planning and distribution of department funds to most effectively and economically meet organization objectives. PUBLIC RELATIONS_OR*COMMUNITY RLLATIONSo Training, programming, and implementation of methods to more effectively meet organizational. objectives in conjunction with the public at large or any of its segments. COORDINATING TASKS OF UNITS OR DIVISIONS- -The bringing together of the tasks and” activities of different segments of the police agency or any of its subdivisions to produce more effective agency operations. REGULATING LICENSED BUSINESSES Patrol of licensed business places to affect compliance with legally proscribed.measures and to take action when violations are observed. Q‘s.- .p' O\\fl - -~-- ------ 8. 9., 10. 12. 13. - c..-“ . Q—o_ --- -... 23- 2h. 25. ”-O‘o—‘fl 206 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions Regulating Licensed Businesses RANK OR TITLE APPENDIX E POLICE TASK INSTRUCTION QUESTIONNAIRE 207 MICHIGAN STATE UNIVERSITY East Lansing . Michigan h8823 College of Social Science ° School of Criminal Justice ~ Olds Hall Sir: The attached questionnaire is a necessary portion of an attempt to improve the instructional effbrt in police training. Ybur c00peration in this effort is vital to the research presently being pursued. It will be greatly appreciated if you would complete the items and return the questionnaire at your earliest convenience. The following information is presented, in regard to the items, for directional purposes in order to elicit similar responses from persons participating in the study. There are eighteen tasks or items in the questionnaire. These items are a compilation of general police activities. They represent only the tasks performed not the totality of skills required of police officers, nor are they representative of any one level or rank of police personnel. Other research is in progress to determine which tasks, listed in the questionnaire, relate to what level of’personnel. Hewever, your present input will be used in this determination also. If you feel that your function requires additional items please feel free to include them in the spaces provided. Relate answers to your addition of items to the other two categories in the questionnaire. The categories and tasks in the questionnaire are to be interpreted in the following manner: I. Task Designation-general police operation activities of personnel. (A. Patrol- the presence and observation in a prescribed area to detect and prevent acts of behavioral deviance, in accordance with laws and regulatory’measures. B. Search and Seisure- conditions under which a person may be legally searched, along with the surrounding area, and/or detained fer the purpose of being brought before an authorized body fer examination or adjudication, along with any matters pertinent the original detention. C. Crime Scene Investigation- Observation in a situation where a crime has been committed, or is assumed to have been committed, with the purpose of collecting, preserving, and preparation of evidence to support such an assumption and present it to the appropriate authority. D. License Regulation- patrol of licensed business establishments to initiate action in cases of violations of law or regulatory measures. E. Traffic Control- Patrol specifically directed toward pedestrian and vehicular traffic to affect their safe conduct and to act against violators or violations. II. R. 208 Arrests- methods for detaining law violators, or suspected law violators, in a legal manner, with due consideration and obser— vance of all laws and rights pertinent to such detention. Case Preparation and Presentation- The acquisition of information and the ultimate presentation, of such information, as evidence in a form which will be acceptable to a body of inquiry or adjudi- cation in relation to a violation or assumed violation of law. Delinquency Control- patrol, detention and other activities direct» ly related to persons legally defined as juveniles. Citizen Advisory Functions- Advising citizens in criminal and non- criminal contacts related to legal and other recourse available to ameliorate a condition at issue. Instructing Other Personnel- The instruction of department personnel to improve the effectiveness of law enforcement operations and pro- cedures. Supervising Other Personnel— Directing the activities of department personnel in the performance of their tasks. Report writing- An appropriate method for the preparation of reports required, by agencies, in given situations based upon clarity and conciseness. Personnel Deployment— the development of strategies for the distri- bution of personnel in order to effectively meet the organizational goals of control, prevention, and detection. Detention Procedures- methods, facilities, purpose, and care of persons detained under legal process. Planning— overall planning for the staffing, deployment, supervision, research, etc. for the present and future operations of the agency or any of its organizational units. Budgeting- the efficient planning and distribution of finances, of an agency or one of its organizational units, to effectively meet organizational objectives. Public or Community Relations— Training, programming, and implemen- tation of methods to more effectively meet organizational objectives in conjunction with the public at large or any segment of the public. Coordinating Task Efforts- the beinging tOgcther of tasks and activu ities of the agency to produce more effective operations. Curriculum Assigned- This category refers to the type of subject-matter that is recommended for the development of proficiency in the task con~ cerned. There is no limitation on the number of subjects you may indi» cate, please list them in order of priority, highest first, then next highest, etc. 209 III. Institutional Level- refers to the type of instructional organization you would recommend as most capable of providing the subject-matter content, which you have recommended under the category "Curriculum Assigned". The instructional level should be indicated by a number from one to four, based upon the fellowing designations: 1.3 Four year institution Two year institution Police Academy Continuing education programs 3'04“) More than one level may also be indicated under this category as in the previous section, maintain the priority order previously suggested. It is hoped that the aforementioned information will be helpful in expediting your execution of the questionnaire. It will hasten the completion of this study if the questionnaire is completed and returned within seven days. Your assistance in this study is greatly desired and may go a long way toward the improvement of police education in the state of Michigan. D. (D Task Designation Patrol 210 TASK INSTRUCTION QUESTIONNARIE Curriculum Agsigned Instructional Level- Search & Seizure Crime Scene Investigation License Regulation Traffic Control Arrests Case Preparation And Presentation Delinquency Control Task Designation Citizen .Advisory Functions TASK INSTRUCTION QUESTIONNAIRE 211 (Continued) Curriculum Assign§g_ Instructional Level Instructing Other Personnel Supervising Other Personnel Report Writing Personnel Deployment Detention Procedures Planning, Budgeting Task Designation Public or Q. Community Relations 212 TASK INSTRUCTION QUESTIONNAIRE (Centinued) Curriculum.Assigned Instructional Level Coordinating R. Tasks NAME OF INSTITUTION SUBMITTING INFORMATION md APPENDIX F QUESTIONNAIRE RETURNS APPENDIX F-l POLICE TASK QUESTIONNAIRE RETURNS 2 l 3 POLICE TASK QUESTIONNAIRE l._____1__ -- Patrol 2.‘_J Search and Seizure 3._____3__~__ Crime Scene Investigation h. 1 Traffic Control 5 . 5 Arrest of Violators 6.__ -..-.. Testifying in Court 7.___ _g. _- Delinquency Control 8.__9.__ Advising Citizens (Criminal and Non—Criminal) 9. $0 #_ Training other Personnel (Police) 10. O Supervising Other Personnel (Police) ll.____5____~ Report Writing 12. q_ Assigning Personnel (Police) l3.__g Supervising Detained Persons (Prisoners) 1’4.___.__1_Q_.____ Transporting Prisoners 15._ -_g___ Planning Work for Personnel and Units 16. 0__“____ Budgeting Funds of Unit or Department 17. 0 Public Relations or Community Relations 18. O. Coordinating Tasks of Units or Divisions 19.____O ._ Regulating Licensed Businesses 20 ._____________ 21.. .-...... ....-....... 22.________“ 23.______ --.___ 2h.____________ 25. -- - OO-fl. Jet-tom- RANK 0R TITLE 214 POLICE TASK QUESTIONNAIRE 1~-__l-_.__.- Patrol 2. 3 Search and Seizure 3.___ _.__ Crime Scene Investigation A. Q Traffic Control 5. 4 Arrest of Violators 6.--_T_2_ Testifying in Court 7.__ _l_g_____ Delinquency Control 8°..-7__..-.__ Advising Citizens (Criminal and Non—Criminal) 9. __0 Training other Personnel (Police) 10. 0_ Supervising Other Personnel (Police) ll. 2_____«____ Report Writing 12. §__ Assigning Personnel (Police) 13 .____§ Supervising Detained Persons (Prisoners) 1h ”___1_L___ Transporting Prisoners 1'5._ -_9__ Planning Work for Personnel and Units 16. 0 Budgeting Funds of Unit or Department 17.-£1 __ Public Relations or Community Relations l8._____Q____ Coordinating Tasks of Units or Divisions l9._____0 __ Regulating Licensed Businesses 20 .__________g__ 21.. ...........-..... 22._________ 23. _ ._ 2h.______-__ 25. o- O u-.- __ Patrolman. RANK OR TITLE 2 l 5 POLI CE TASK QULISTIONNAI RE l '..__71. ____ _' Patrol 2. 3 Search and Seizure 3°.-.._4__..--- Crime Scene Investigation 15. _5 Traffic Control 5. _ Z Arrest of Violators 6 . 6 Testifying in Court 7 ._ . _9______ Delinquency Control 8.____ L______ Advising Citizens (Criminal and Non-Criminal) 9. ___.0 Training other Personnel (Police) 10. Q Supervising Other Personnel (Police) ll.____ 2.--... Report Writing 12.—.9-“ Assigning Personnel (Police) l3.___._0_____ Supervising Detained Persons (Prisoners) 1’4 .-_____19__-___ Transporting Prisoners 15._ 0 Planning Work for Personnel and Units l6. 0 Budgeting Funds of Unit or Department 17. 0 Public Relations or Community Relations 18. 9_ Coordinating Tasks of Units or Divisions l9. 0 -_ Regulating Licensed Businesses O-.~ -0. O -- ~.——- * -Carporal-_ RANK OR TITLE 216 POLICE TASK QUESTIONNAIRE lna__1‘__m~_Patrol 2. _3 Search and Seizure 3°._...J__.....-- Crime Scene Investigation h. __ 2 Traffic Control 5. 4 Arrest of Violators 6. .____Tbstifying in Court ‘ _ Delinquency Control ‘__ Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) ____Supervising Other Personnel (Police) _fl_ Report Writing ‘*__Assigning Personnel (Police) Supervising Detained Persons (Prisoners) __ Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations #__Coordinating Tasks of Units or Divisions ____Regulating Licensed Businesses 7.___ _9 8-...._-§._._ 9.. o 1°-._...Q..-.. 11. _3_____ 12. o- 13.____.9____ 1h.___9____ 15. ___9- 16. 0 - 17._p_ 18. o 19.___g____ 20._____________ 21..._____-__ 22.________-_ 23. ‘_ 2h.____.______ 25. *---m.— -—£ku3unaflL- RANK OF TITLE 217 POLICE TASK QUESTIONNAIRE l.~____]_ “___ Patrol 2. ___5 Search and Seizure 3k__«Ji__«___Crime Scene Investigation h.__ 11 Traffic Control 5. 3 Arrest of Violators 6 _ _jL Tbstifying in Court 7 . ___ Delinquency Control _ Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) __ Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) ____Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions ‘___Regulating Licensed Businesses 8-..-Z.__. 9.__o 10. o_. 11. i... 12.__._- 13.____-9 1h2____--. 15. _9- 16. 0 _ 17. __9 18. 9' 19.___}_g._ 20.__________ 21.)________ 22-___._..-_--- 23._____,____ 2hn_________. 25. ..Corporal-_ RANK OR TITLE 2 1 8 POLI CE TAB K QUESTI ON N AI RE l.~_____1_ __._ Patrol 2. 6 Search and Seizure ___4 __ Crime Scene Investigation h. 5 Traffic Control 5. 9 Arrest of Violators 6.___.__ .11.... Testifying in Court 7.__ -_-______ Delinquency Control 8.____ L_____ Advising Citizens (Criminal and Non—Criminal) 9. _0 Training other Personnel (Police) lO._____O________ Supervising Other Personnel (Police) ll._____£_____ Report Writing l2._____9_ Assigning Personnel (Police) l3.____7 Supervising Detained Persons (Prisoners) 1h.______19." Transporting Prisoners 15._ _2__ Planning Work for Personnel and Units 16. 0 Budgeting Funds of Unit or Department 17.-__9 Public Relations or Community Relations 18. 0 Coordinating Tasks of Units or Divisions l9.______1__2_____ Regulating Licensed Businesses 20._____________ 21..- ___ __ 22.______-_ 23.______ __ 2h.___________ 25. --c-—-. hubhaauFIG— RANK OR TITLE 219 POLICE TASK QUESTIONNAIRE l._____1_ ___” Patrol 2. __ 5 Search and Seizure 3.____4____"__ Crime Scene Investigation h. 7 Traffic Control 5. 3 Arrest of Violators 6 . 6 Testifying in Court 7.___ 9________ Delinquency Control 8.__-§_____ Advising Citizens (Criminal and Non—Criminal) 9. __0 Training other Personnel (Police) 10. 0 _______ Supervising Other Personnel (Police) ll. 2 _ Report Writing “_— 12 . O Assigning Personnel (Police) 13. 0 Supervising Detained Persons (Prisoners) 1h . O _ Transporting Prisoners a- nun-“.- 15. 0 Planning Work for Personnel and Units - a“- 16. 0 __ Budgeting Funds of Unit or Department 17. 0 Public Relations or Community Relations 18. 0 Coordinating Tasks of Units or Divisions l9. 0 _ Regulating Licensed Businesses 21. 22. m.“ --- 23. -— -P-.F-.C-- —-- RANK OR TITLE 220 POLICE TASK QU‘S”IONNAIRE ____ Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators 1-_.._..2_- 2. 7 3 ___L--- a. 8 s. 5 6. 4 Tbstifying in Court _ Delinquency Control ‘___Advising Citizens (criminal and Non-Criminal) Training other Personnel (Police) ‘___Supervising Other Personnel (Police) ‘___Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) .___Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Uhit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions ____Regulating Licensed Businesses 8.___ 1 9.. ‘3“ 10. °,__ 11.____.3__ lag o- 13.____1.° 1h._ 1‘ 15.___£’_____ 16. o 17.____3 18.____?_ 19.__° 20.__________ 21..-______-____ 22-_.......--.-- 23.__"-_._____ 2h.___________ 25. .- c u.—. Eauqlmau-__.__ RANK OR TITLE 2 2 1 POLICE TASK QUESTIONNAIRE l.-____1______ Patrol 2._ S Search and Seizure ___O ___ Crime Scene Investigation ’4. 2 Traffic Control 5. . a Arrest of Violators __-__?______ Testifying in Court 0 _ Delinquency Control ___:____ Advising Citizens (Criminal and Non—Criminal) 9. ___.9 Training other Personnel (Police) 10. °_ Supervising Other Personnel (Police) 11.___f__ ___ Report Writing l2.___(_)-______ Assigning Personnel (Police) 13.—-9 Supervising Detained Persons (Prisoners) lh.___._(_)__q__ Transporting Prisoners 15. 0 Planning Work for Personnel and Units 16. 0 ___ Budgeting Funds of Unit or Department *—« — 17. 10 ___ Public Relations or Community Relations 18. q_______ Coordinating Tasks of Units or Divisions l9 . 7 Regulating Licensed Businesses ~-——- a..- 20. ‘m-.- 21. . on“ -- a. -- __Patr. RANK OR TITLE 222 POLICE TASK QUESTIONNAIRE 1 .____1_ Patrol 2. 41“, Search and Seizure 3.__» 12 .. _Crime Scene Investigation h. g2 Traffic Control 5. Z Arrest of Violators 6°..l.]] Tbstifying in Court 7 ._ __6_. - Delinquency Control 8-___.§__ ___Advising Citizens (Criminal and Non-Criminal) 9.‘__.9 Training other Personnel (Police) 10 .____Q__~___ Supervising Other Personnel (Police) ll.___.3___ 12. o 13. _9 1h.-______ 15°..._9_. 16. 0 a__ Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) I___Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of unit or Department 17. ._Q______ 18. 0 19. 8 20. Public Relations or Community Relations Coordinating Tasks of Units or Divisions I___Regulating Licensed Businesses 21. 22. 23. 2h. M”--— -Rat:olman-—--—— RANK OR TITLE 223 POLICE TASK QUESTIONNAIRE __Q_Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Tbstifying in Court __Delinquency Control Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) ___ Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) ‘___Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions .«_ Regulating Licensed Businesses 1-___.l-- 2. _9 3--___.._8_._..-._ h.g_g3 5. a 6.__ -..13 7 ___. __ 8. _§_"_ 2).___;g_____ 102_‘_Q__ ll.___.Z___ 122_A Q- l3.__.-ll 1h,___lg_m 152__.Q__ l6. 0 l7a__1§ 18...}..- l9n__;E1__ 20._m_________ 21.. -_-__ ___,___ 22.—___ -- - 23. _ 2h3_~____-.__ 25. -- - oo—a. Patrolman—— RANK OR TITLE 224 POLICE TASK QUESTIONNAIRE l.”__L “___ Patrol 2. _9 Search and Seizure ___3___ “_ Crime Scene Investigation 1%. 3 Traffic Control 5. 4 Arrest of Violators 6~_.-.._.2_____ Testifying in Court 7.__ _ _5______ Delinquency Control 8.____(_)________ Advising Citizens (Criminal and Non-Criminal) 9.‘ 14 Training other Personnel (Police) lO._______O_._____ Supervising Other Personnel (Police) ll.____.Z____ Report Writing l2.______- Assigning Personnel (Police) l3._____1;_____ Supervising Detained Persons (Prisoners) lh.____}9__m___ Transporting Prisoners 15.__ __9______ Planning Work for Personnel and Units l6._____Q______ Budgeting Funds of Unit or Department 17 ___2_________ Public Relations or Community Relations 18.____Q__ Coordinating Tasks of Units or Divisions l9.__}_2__~-__ Regulating Licensed Businesses 20.__________ 21. _________ 22.____.___-_ 23._____ __ 2h.____.___-___ 25. I- - U-‘ Patrolman“-.-— RANK OR TITLE 2 2 5 PO LI CE TASK QUESTIONNAIRE 1.”__1_ _ _fl Patrol 2. _3 Search and Seizure 3.___1Q_______ Crime Scene Investigation h. 1 Traffic Control 5. _ z Arrest of Violators 62...-..8-“ Testifying in Court 7.__‘ 3_____ Delinquency Control 8. 5 __ Advising Citizens (Criminal and Non—Criminal) 9. 41-.“ Training other Personnel (Police) lO.____Q_>”___ Supervising Other Personnel (Police) 11. 6 _fl_ Report Writing 12 . o Assigning Personnel (Police) “o.-- 13. .g Supervising Detained Persons (Prisoners) lh.____;1_ ”___ Transporting Prisoners 15. 0 Planning Work for Personnel and Units 16. O _ Budgeting Funds of Unit or Department 17 .___.Q_ __ Public Relations or Community Relations 18. Q__~____ Coordinating Tasks of Units or Divisions 19. 12 __-__ Regulating Licensed Businesses Patrolman" «— RANK OR TITLE 1.______1 _____ 2.. 7 32..,. __ h. 2 S. 5 5-..-__1.3 1-3.2...- 8-__.-e_____. 9. 11 10 ___.9_.- 11 _....3.__ _ 12 ___" 13.___3 1h.____§________ 15.__9_ 16. 0 17. 10 18.____9__ 19.___9___ 20.______________ 21._w______ 22.______-____ 23.___“_____ 2h2_”____-___ 25. .- - ---- 226 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Tbstifying in Court Training other Personnel (Police) ‘__ Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions ‘__Regulating Licensed Businesses attqlnaa o..- -----—.—.— RANK OR TITLE 227 POLICE TASK QUESTIONNAIRE l.___}_- _ ___ Patrol 2. 8 Search and Seizure 3 ___] ‘wu_Crime Scene Investigation h. 2 Traffic Control 5. 6 Arrest of Violators 62.__19 Tbstifying in Court 72__ I- Delinquency Control 8._.3______ Advising Citizens (Criminal and Non—Criminal) 9. 0 Training other Personnel (Police) 10. 0._ Supervising Other Personnel (Police) ll.___§-__ __ Report Writing l2r_g 9_ Assigning Personnel (Police) l3fi___9A Supervising Detained Persons (Prisoners) lb .-___2__~___ Transporting Prisoners 15n_._9m__ Planning Work for Personnel and Units 16. 0 Budgeting Funds of Unit or Department 17 ._ 0 Public Relations or Community Relations 18. 0 ; Coordinating Tasks of Units or Divisions l9.____1__L__.__ Regulating Licensed Businesses 20._________ 21. “___- __ 22._______- -- 23. __ 2h._____.__”___ 25. I- - uc-4. Patrolman - U“ .o* “_--m RANK OR TITLE 228 POLICE TASK QUESTIONNAIRE __ Patrol Search and Seizure “"_Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control __ Advising Citizens (Criminal and Non-Criminal) Agg_Training'other Personnel (Police) Supervising Other Personnel (Police) ___Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) ___ Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions _N__Regulating Licensed Businesses 1,____o 2. .1 3-..__.._§. h. p S. 3 6._.--__ 7-_..1_- 8.__~;i_”_ 9.‘__O 10. o_ ll.____.2______ 12. (1 13._.q 1h--._.§._.- 15. «£L__ 16. 0 l7.___£L l8. 0 l9.____0 20._m______‘__ 21.______._-__ 22.____________- 23-__.,_--.___ 2h.___________ 25. Leveetigation~¥outh-Bu¥aou—- RANK OR TITLE 229 POLICE TASK QUISTIONNAIRE l. _ 1 _. Patrol 2. A 5_ Search and Seizure 3. _ 5 Crime Scene Investigation h. 2 Traffic Control 5. 3 Arrest of Violators 6.__._"l_____ Testifying in Court 7.___ 9 Delinquency Control 8 ___p_____ Advising Citizens (Criminal and Non-Criminal) 9. fl 0 __ Training other Personnel (Police) 10. Supervising Other Personnel (Police) 0 ll. 4 ___ Report Writing 0 O 12._ Assigning Personnel (Police) 13.__ Supervising Detained Persons (Prisoners) lh..___§______ Transporting Prisoners 15.__ ___0_____ Planning Work for Personnel and Units 16. 0 A Budgeting Funds of) Unit or Department 17.__ 0 Public Relations or Community Relations 18._ 0 __ Coordinating Tasks of Units or Divisions l9. 0 _ Regulating Licensed Businesses 20._ 21. . w-..--.. 22. 23. n..- 0.- 2h. 25. 1mm. RANK OR TITLE 230 POLICE TASK QUESTIONNAIRE l._____o__ Patrol 2. J) Search and Seizure 3.._.__4____.__ Crime Scene Investigation 14. _0 Traffic Control 5 . 5 Arrest of Violators 6. 11______ Testifying in Court 7 . _g _ Delinquency Control 8.__ 3 __ Advising Citizens (Criminal and Non-Criminal) 9. A10 __ Training other Personnel (Police) 10. Q _ Supervising Other Personnel (Police) 11. 6 ___-”___ Report Writing 12 . 9 Assigning Personnel (Police) val—nun...» l3. 0 Supervising Detained Persons (Prisoners) 1h . ___Q_. Transporting Prisoners lS._ ___8__ Planning Work for Personnel and Units 16. 0 Budgeting Funds of Unit or Department l7.___ 1 Public Relations or Community Relations 18. 7 Coordinating Tasks of Units or Divisions l9. O __ Regulating Licensed Businesses 20. —-_—.. 21. 10.0“... On. 22. w—-— o- o 23. 2h. ”—-—-# Pamlmn-- -— RANK OR TITLE 1n____11.____ 2.A_g.q_ 3n___Ji__‘._ h. o 5._ 2 6.___-_§_ 71___gj;_____ 82__________ 9.4___0 ___ 10. og___ ll.____§______ l2.__g 0_ 13. 10 lhs___jL_. 15.__w_9__ 16. 0 _____ 17._ 7 18. 0 192___9__. 20._________ 21.._____-_-__ 22.__________ 23.__~__-_____ 2ha_._______' 25. 231 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions ____Regulating Licensed Businesses .Batrolmang¥outh.Buroau——-—-— RANK OR TITLE 232 POLI CE TASK QUESTIONNAIRE 1.____]__1 Patrol 2. _ 3 Search and Seizure 3°.-...5._...... Crime Scene Investigation h. 3 Traffic Control 5. 4 Arrest of Violators 6._ -___9_____ Testifying in Court 7.____7_'1_2_____ Delinquency Control 8 _. §__~___ Advising Citizens (Criminal and Non-Criminal) 9. A 7 _“ Training other Personnel (Police) 10. 10 Supervising Other Personnel (Police) ll. 2 _Report Writing l2._ 13 A Assigning Personnel (Police) 13. _13 Supervising Detained Persons (Prisoners) lh.___ 11 __ Transporting Prisoners 15. 0 Planning Work for Personnel and Units - O-- 16. 0 Budgeting Funds of Unit or Department l7.__ 0 Public Relations or Community Relations 18._ 0 Coordinating Tasks of Units or Divisions l9. 0 ___ Regulating Licensed Businesses 20. 21. 22. ”In..- no- 23. eh. “.m- - 25. ”u- - a-.. on“ Intrigue-— RANK OR TITLE 233 POLICE TASK QUESTIONNAIRE l.___1 Patrol 2. 8 Search and Seizure 3. 7 Crime Scene Investigation h. 3 Traffic Control 5. 6 Arrest of Violators 62.w~§__~___TEstifying in Court 7 .___- 2______ Delinquency Control 8. 4 __ Advising Citizens (Criminal and Non—Criminal) 9.___0 4g__Training other Personnel (Police) 10. O __ Supervising Other Personnel (Police) ll.______2 .__. Report Writing 12. °__ Assigning Personnel (Police) 13.—”MID Supervising Detained Persons (Prisoners) IA .____1_}____ Transporting Prisoners 15._ -_2______ Planning Work for Personnel and Units 16. ° Budgeting Funds of Unit or Department 17. 0 Public Relations or Community Relations 18. 9 Coordinating Tasks of Units or Divisions l9.____1_2_____ Regulating Licensed Businesses 20.__________ 21'. -........-.._ 22.______-_ 23._‘ -- 2h. === 25. Public Safety Officer ‘ cc... to“ --- RANK OR TITLE 234 POLICE TASK QUESTIONNAIRE 1 --.....L Patrol 2. 3 Search and Seizure 3. 3 Crime Scene Investigation h. 4__ 2 Traffic Control . 4 Arrest of Violators 5 Testifying in Court 5 6 7. 19...... Delinquency Control 8 __ Advising Citizens (Criminal and Non-Criminal) 9. ___15 Training other Personnel (Police) 10. 14 __ Supervising Other Personnel (Police) 11. 7 ___ Report Writing “.— l2.~ Q Assigning Personnel (Police) l3._____ 11 Supervising Detained Persons (Prisoners) ” 1h. . 12 _ __ Transporting Prisoners 15. 0 Planning Work for Personnel and Units 16. O Budgeting Funds of Unit or Department 17.___ 8 Public Relations or Community Relations 18. 0 Coordinating Tasks of Units or Divisions 19. 13 __ Regulating Licensed Businesses 20. -..—_-.._ 21. . -“—.‘ - -- 22. 23. 2h. EatnOIman“ RANK OR TITLE l.____1__ 2. 9 3 4 h. 2 S. 7 6._____1_p____ 7._____s____- 8-__...5_.____ 9.__13 # 10. o____ ll._____3______ 12.___9. 13. 6 1h. 12. 15._ -___o______ 16. o 17. 0 18. 0 19. 11 20. 21. 22. “C..- O-. - 23. 2h. “n u.-— 25. mom-___ 235 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non-Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of units or Divisions Regulating Licensed Businesses PSO -‘Cfl -U“ --- RANK OR TITLE 236 POLICE TASK QUESTIONNAIRE l.____1_ ___. Patrol 2.__g3 Search and Seizure 3.___.__lt_______ Crime Scene Investigation h. ’2 Traffic Control 5 . g Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non-Criminal) _#__Training other Personnel (Police) ___ Supervising Other Personnel (Police) .___Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Uhits Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions .___Regulating Licensed Businesses 6.___“_ 7- ..Z- 8-_..6_.._..__ 9.‘_o lo.____1_g__ ll.___§____ 12. 13 13.____g_ 1"--___19_. lS._._Q_ 16. o l7._o 18. 0 l9. 1:. 20._ h 21. ....... __ 22.__________ 23.___“_____ 2n. = 25. .BBtrolman-- RANK OR TITLE 237 POLICE TASK QUESTIONNAIRE 1 ___1- -___ Patrol 2._‘_g Search and Seizure 3. g5___ Crime Scene Investigation h. #:3 Traffic Control 5. Z Arrest of Violators Testifying in Court Delinquency Control __ Advising Citizens (Criminal and Non—Criminal) ____Training other Personnel (Police) Supervising Other Personnel (Police) _ Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) __ Transporting Prisoners _____Planning‘Work for Personnel and units Budgeting Funds of Uhit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions ‘___Regulating Licensed Businesses 6._____“ 7-__.,.6.._____ 8. z.___ 9. __10 10. o ll.__3____ 12-__.9.-.._._ l3._____9__ lh.____l_1__ 15._ __g__ 16. 0 l7.__ 0 18. o l9.___o 20._________ 21K--__..-._. 22.___________ --- 23. _ 2h._ w 25. “-0“...— Patrolman__ RANK OR TITLE l._____2_ 2. in 3-.......z....... b. 1 5. 5 5....2. 7-._.-}.__..- 3 ....-§.._...__ 9. _g9 g_ 10. o____ 11.__g_ __ 12._ o 13.__ 12 1“--_.._l.‘:_..._. 15._-__Q‘_____ l6. 0 l7.__ 13 18. 9 19.____ 20.___________ 21._-_________ 22._________“ 23._________ 2h. : 25. m-“~ 238 POLICE TASK QUESTIONNAIRE Patrol SearCh and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non-Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions .__ Regulating Licensed Businesses EQEEQIELQII- RANK OR TITLE 239 POLICE TASK QUESTIONNAIRE l. 1 Patrol 2. _1 Search and Seizure 3. 4 Crime Scene Investigation h. 2 Traffic Control 5. 5 Arrest of Violators 6.____________ Testifying in Court 7.___3 Delinquency Control 8._ 8 Advising Citizens (Criminal and Non-Criminal) 9. __11 !_ Training other Personnel (Police) 10. o Supervising Other Personnel (Police) 11. 6 Report Writing 122__.g______Assigning Personnel (Police) 13 ._ _Q. Supervising Detained Persons (Prisoners) lh.___19_____ Transporting Prisoners 15._ 0 Planning Work for Personnel and Units 16. O Budgeting Funds of Unit or Department 17.__ 0 Public Relations or Camunity Relations 18.___0 Coordinating Tasks of units or Divisions l9. 0 Regulating Licensed Businesses 20._ 21..-_______.___ 22.________- 23-._...- __ 2h. 25. WW RANK OR TITLE 240 POLICE TASK QUESTIONNAIRE l. 1 p__ Patrol 2. j Search and Seizure 3. 7 Crime Scene Investigation h . a Traffic Control 5. 9 Arrest of Violators 6.__ ___1_(_)___ Testifying in Court 7.__-8 Delinquency Control 8.¥ 6 Advising Citizens (Criminal and Non-Criminal) 9. _ 11 __ Training other Personnel (Police) 10. 0 __ Supervising Other Personnel (Police) 11. 3 _ Report Writing 12 . ___9_ Assigning Personnel (Police) 13.__ 12 Supervising Detained Persons (Prisoners) lh.____l§_____ Transporting Prisoners 15._ 0 Planning Work for Personnel and Units 16. 0 Budgeting Funds of Unit or Department l7.___ 2 Public Relations or Canmunity Relations 18. 0 Coordinating Tasks of Units or Divisions l9. 0 # Regulating Licensed Businesses 20. __ 21._-____.______ 22.__~_____ 23.__________ 2h. __ 25.__ Patrolman_Traffic -m RANK ORTITLE 2 4 1 POLI CE TASK QUESTION N AI RE 1 . -_ll Patrol 2. 3 Search and Seizure 3.____2_______ Crime Scene Investigation h. 9 Traffic Control 5 . 5 Arrest of Violators 6 . 3 Testifying in Court 7 . O Delinquency Control 8.___5_______ Advising Citizens (Criminal and Non—Criminal) 9. _ 6 #_ Training other Personnel (Police) 10. 7_ Supervising Other Personnel (Police) 11. L______ Report Writing 12 . 0 Assigning Personnel (Police) 13. 0 Supervising Detained Persons (Prisoners) lit. O _ Transporting Prisoners 15. 0 Planning Work for Personnel and Units 16. 0 Budgeting Funds of Unit or Department 17. 10 Public Relations or Community Relations 18. 4 Coordinating Tasks of Units or Divisions 19. 0 __ Regulating Licensed Businesses 20. .m—-- 21. 22. w”---- Detantina. Sang-Wevel RANK OR TITLE 242 PO LI CE TASK QUESTIONNAIRE 1 . “___14 Patrol 2. 4L Search and Seizure 3.___._11______ Crime Scene Investigation 1:. 16 Traffic Control . 13 Arrest of Violators 5 6 . 15 Testifying in Court —-—--. 7 . 5 - Delinquency Control 8. 6 ___ Advising Citizens (Criminal and Non-Criminal) n-»- 9. __1 Training other Personnel (Police) lO._.__‘1________ Supervising Other Personnel (Police) ll.__.1_g___ Report Writing l2.# 2_ - Assigning Personnel (Police) 13. 0 Supervising Detained Persons (Prisoners) lh . 0 __ Transporting Prisoners o-u--—-oa 15. 7 Planning Work for Personnel and Units 16. 3 ___ Budgeting Funds of Unit or Department - -M 17. 3 Public Relations or Community Relations 18. 9 Coordinating Tasks of Units or Divisions l9. 0 ._ Regulating Licensed Businesses 20. 21. . -~* --- -- 22. *—-- c.. 23. 2h. fl--- ~ £ergean£LPersnnneLLImining RANK OR TITLE 2 4 3 POLICE TASK QUESTIONNAIRE l.___l_3____ Patrol 2. _J Search and Seizure 3°._.._é___.._.. Crime Scene Investigation h. ‘ 4) Traffic Control S. Q Arrest of Violators 6.__-_5__ Testifying in Court 7.___ . §_ - Delinquency Control 8.___ 3 __ Advising Citizens (Criminal and Non—Criminal) 9.____2-] Training other Personnel (Police) l0. 1 _ Supervising Other Personnel (Police) .‘c. 11 . 9 _ Report Writing 12 . 8 Assigning Personnel (Police) -- 13-_.10 Supervising Detained Persons (Prisoners) lh . 0 __ Transporting Prisoners a-“--.- 15. 2 Planning Work for Personnel and Units l6. 0 Budgeting Funds of Unit or Department 17. 11 Public Relations or Community Relations 18. 14 _ Coordinating Tasks of Units or Divisions l9. 12 ‘_ Regulating Licensed Businesses 20. -m“ 21. . .«_—n - -- 22. .Lieutanant---.._ RANK OR TITLE 2 4 4 POLICE TASK QUESTIONNAIRE l.”__.3 _____ Patrol 2. 11 Search and Seizure 3°._...JL..--__ Crime Scene Investigation h. 6_, Traffic Control 5._ 10 Arrest of Violators 6.____1_3___ Testifying in Court 'Tz__-_12_____Delinquency Control 8.__”_§_ ___ Advising Citizens (Criminal and Non—Criminal) 9.‘___2 Training other Personnel (Police) lO.___u____‘___Supervising Other Personnel (Police) ll.__l__ Report Writing l22__._- Assigning Personnel (Police) l32____ Supervising Detained Persons (Prisoners) lh,___Jng___Transporting Prisoners 15.__ ___1_8______ Planning Work for Personnel and Units 16. 0 Budgeting FUnds of Unit or Department 17.___ 16 Public Relations or Community Relations 18. 17 Coordinating Tasks of Units or Divisions 19. 15 .~__Regulating Licensed Businesses 20 ._______ 21. w___ -..- __ 22._______” -- _ 23°__.-_.-.___ 2ha__._*_____ 25. Sergeant--- RANK OR TITLE l--.__ls._.- 2. 1L _...1._....-.. h. z. s._ 10 6.__-____ 7-._..l§.__.._. 8.....3..____ 9.) 6 10. s_______ ii.__i_;___ 12. g- 13.____;7 1“.--_1§..-.._. 15._-_§__ 16. 16 _ l7.__ 7__ 18. 12 19.__13__ 20.__________ 21. -.._.-.._._._ 22-_._._..---.-- 23._______-____ 2h.___________ 25. 245 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions ‘__Regulating Licensed Businesses .Sargaan:-11c7_Accidant_Buraau RANK OR TITLE 246 POLICE TASK QUESTIONNAIRE 1. 3 Patrol 2. 12 Search and Seizure 3.___. 1...--- Crime Scene Investigation h. 13 Traffic Control 5. 11 Arrest of Violators 6. -..1_.’i_.___ Testifying in Court 7.___‘1_S‘____‘_ Delinquency Control 8._____4__________ Advising Citizens (Criminal and Non—Criminal) 9. 6 Training other Personnel (Police) 10. 1 ‘ Supervising Other Personnel (Police) ll.______5______ Report Writing 12. 7_- Assigning Personnel (Police) 13. ___ Supervising Detained Persons (Prisoners) lh °-....___...-._. Transporting Prisoners 15.__ -___ Planning Work for Personnel and Units 16. O Budgeting Funds of Unit or Department 17.____ Public Relations or Community Relations 18. O Coordinating Tasks of Units or Divisions 19. 10 __ Regulating Licensed Businesses 20.__________ 21'. --..._-..-..._ 22.______ 23. 2h. ._ 25. “v- - .c-o —-. Patrol. Sargent; RANK OR TITLE 247 POLICE TASK QUESTIONNAIRE 1.___Ji_.____Patrol 2.g__12 Search and Seizure 32..IQ _"_ Crime Scene Investigation h._fl_6 Traffic Control 5. 11 Arrest of Violators 62_w;y1_____Testifying in Court 7.___Q__ _ Delinquency Control 8 __,]___ ___Advising Citizens (Criminal and Non—Criminal) 9. _MA ___Training other Personnel (Police) 10. 1 _mu___Supervising Other Personnel (Police) ll.____8_____ Report Writing l2.___3L- .Assigning Personnel (Police) 13.__MQ_ Supervising Detained Persons (Prisoners) lb ......9......--..._ Transporting Prisoners 15'.."21_. Planning Work for Personnel and Units 16. 0 ‘__“_Budgeting Funds of unit or Department 17 ___10 Public Relations or Community Relations 18. 5 gg__Coordinating Tasks of Units or Divisions l9._____0 __ Regulating Licensed Businesses 20 ._g__________ 21.. -...._.-..-...._ 22 .___“ , - - 23.___¢ ___ 2h._h_~_._____ 25. LieutenantsMotor—Pool- RANK OR TITLE 248 POLICE TASK QUESTIONNAIRE l .____9_ Patrol 2. S Search and Seizure ___«_ ___ Crime Scene Investigation h. 0 Traffic Control 5. 3 Arrest of Violators 6. 4 Testifying in Court 7.__ _ _8 _ Delinquency Control 8.__- _1__Q________ Advising Citizens (Criminal and Non-Criminal) 9. L6 _ Training other Personnel (Police) lO. 2 __ Supervising Other Personnel (Police) ll. 7 ___“ Report Writing 12.; 11 Assigning Personnel (Police) l3.____12 Supervising Detained Persons (Prisoners) 11+. 13 __ Transporting Prisoners 15. 0 Planning Work for Personnel and Units l6. 0 Budgeting Funds of Unit or Department 17._ 1L Public Relations or Community Relations 18. 0 Coordinating Tasks of Units or Divisions l9. 0 ._ Regulating Licensed Businesses 20. -.——-~ 21. I OH” ~-- '— 22. 23. eh. m--- DnteatiueMgeam-l RANK OR TITLE 1--.__lz...... 2. _9 3-.._._3..._._._ h. _g 5. § 6...-..9. 7.....§ - 3-__...12___ 9. 2 10-..._.1_.-..__ ll. 9_ .__ 12. g_ 13.____.9 lh.___;§______ 15. 16. -.lé.___. O 17. 15 18. 11__ 19. 12...... 20. 21. -—-I. -‘o u 22. 23. 2%. m...- 25. _.-..——.a—.. 249 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions Regulating Licensed Businesses -Dotactiva—Lioutanaet RANK OR TITLE 250 POLICE TASK QUESTIONNAIRE ___-Patrol Search and Seizure Crime Scene Investigation 1 -__n- 2.‘ 9 3 in h. 0 Traffic Control 5. 1] Arrest of Violators 6:_W-JL._._. 7. IL 8-__,.§__. Testifying in Court __Delinquency Control ___ Advising Citizens (Criminal and Non-Criminal) 9.___1 Training other Personnel (Police) 10 '._....2..-.. ___ Supervising Other Personnel (Police) 11. 12 ____Report Writing Assigning Personnel (Police) 12. 3- l3.______o lh._______ ls.____3_ l6.____g__ l7.____§ 18. 4_ Supervising Detained Persons (Prisoners) .___Transporting Prisoners Planning Work for Personnel and Units _ Budgeting Funds of Unit or Department __Public Relations or Community Relations Coordinating Tasks of Units or Divisions 19. 13 ._ 20. 21. Regulating Licensed Businesses ~ --““--* 22. —-‘ O.“ -Liautonaat-~~—— RANK OR TITLE 251 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting FUnds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions Regulating Licensed Businesses Lieutenant- Uniform Division ---.—. 00‘--- RANK OR TITLE 252 POLICE TASK QUESTIONNAIRE 1, ___4 Patrol 2. 11 Search and Seizure 3.__ 10 Crime Scene Investigation h. 3 Traffic Control 5. 13 Arrest of Violators 6.“ if“ Testifying in Court '72.._£§ Delinquency Control 8.__Nji__h___Advising Citizens (criminal and Non-Criminal) 9. 7 Training other Personnel (Police) 10. ¥_ ‘__ Supervising Other Personnel (Police) 11. 15 ___ Report Writing l2.__6__ Assigning Personnel (Police) 135__g17 Supervising Detained Persons (Prisoners) 11+.___l§_____ Transporting Prisoners 15.__ __Z_______ Planning Work for Personnel and Units 16. 19- _ Budgeting Funds of Unit or Department 17.___2 Public Relations or Community Relations 18.___3 Coordinating Tasks of Units or Divisions I9. 12 .~__Regulating Licensed Businesses 20._________ 21._ -___ ___ __ 22.________ 23. -. 2h. -__. 25. Sergeant -0“ ’0‘... ”- RANK OR TITLE l. o 2. gm 3-__.a__._.-- A. Q S. Q 6-._..Q-_.__ 7a__-Q.___.. 8.__.z._______ 9-s__lL_____. lo. 1_ _ ll.____6____ 12.*3g 13.____q lh.__£____ 15.____ 16. 10 l7._____5________ 18. 8 _ l9.____o______ 20._________ 21K--._..-___ 22.________” 23._____-___ 2h3__.___-.__ 25. 253 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non-Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Uhit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions Regulating Licensed Businesses Licutonant-Trafiiic—- RANK OR TITLE 254 POLICE TASK QUESTIONNAIRE l.____o_ ______ Patrol 2. 5 Search and Seizure .___;L______Crime Scene Investigation h. 0 Traffic Control 5. 4 Arrest of Violators 62_”___ Testifying in Court 7.__m_- _ Delinquency Control 8.____Z__ ___Advising Citizens (Criminal and Non—Criminal) 9. ___11 Training other Personnel (Police) 10. 8 __‘__ Supervising Other Personnel (Police) llt 2 ‘___Report Writing l2t__ 9- Assigning Personnel (Police) l3. _9. Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions Regulating Licensed Businesses 1"--__._19.. ls._____3___ l6. 0 17.__ oh 18. o 19.—13...... 20.____________ 21~_-_.__..-..__ 22.__________- 23._ - 2h2._...--__. 25. Sergeant“--. RANK OR TITLE 255 POLICE TASK QUESTIONNAIRE l.____Q__ ___ Patrol 2.“_o Search and Seizure 3°...J....- Crime Scene Investigation h. _9 Traffic Control 5 . Q Arrest of Violators 6 . O Testifying in Court -.--- 7 . O Delinquency Control *‘n 8.__ 3 Advising Citizens (Criminal and Non-Criminal) 9. ___4 _‘ Training other Personnel (Police) 10. 1 __ Supervising Other Personnel (Police) 11. 6 _ Report Writing 12. 2 .__ Assigning Personnel (Police) 13.__ 5 Supervising Detained Persons (Prisoners) 1’4 . O Transporting Prisoners 15. 0 Planning Work for Personnel and Units 16. 0 Budgeting Funds of Unit or Department 17.__ 0 Public Relations or Community Relations 18.__ 0 _ Coordinating Tasks of Units or Divisions l9. 0 ._ Regulating Licensed Businesses 20. 21. w..- -<- . _---.-‘-_ LieutenanL- RANK OR TITLE l_ 13 2 12 3 -11....“ u. _ o 5. 14 6-42.... 7.-..9... 8. e A 9._7 _g 10. 1 __ ll. 9 __ 12. 4 m- 13.___1_7 1h. 15 15._‘_3_3______ 16. 10 17g__55 18. 2 19. 18 _‘. 20. __ 21.‘-_________-_____ 22-_.___.-.-- 23.____-.___ 2h3_‘.___.__. 25. m-..“ 256 POLICE TASK QUESTIONNAIRE __ Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non-Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Pablic Relations or Community Relations Coordinating Tasks of Units or Divisions Regulating Licensed Businesses Lieutenant -0... 00*. u- RANK OR TITLE 18,___ .O-““-'* 257 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and units Budgeting Funds of unit or Department PUblic Relations or Community Relations Coordinating Tasks of Units or Divisions Regulating Licensed Businesses Sergeant..- RANK OR TITLE l. 9 2. 7 3. 6 g h. 19 5. 11 6.-~_1_.2____ 7;..- 13 8- {L __ 9.gflg_3 gg_ lO. 2 ll. 5 __ 12.______1g______ 13. 8 1h. 15 15. 16. 17 ._ 14__ 0.- 18. O 19.0 __ 20. 258 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions Regulating Licensed Businesses ~Sergeant- RANK OR TITLE 259 POLICE TASK QUESTIONNAIRE l. 4 Patrol 2. 10 Search and Seizure 3.__.__1_1___.__ Crime Scene Investigation 11. 8 Traffic Control 5. 9 Arrest of Violators 6 ___l.2______ Testifying in Court 7.__*13 Delinquency Control 8 _ 3 Advising Citizens (Criminal and Non-Criminal) 9. __5 #_ Training other Personnel (Police) 10. 1 Supervising Other Personnel (Police) ll. 6 __ Report Writing 12. 2- Assigning Personnel (Police) 13. 15 Supervising Detained Persons (Prisoners) 1h . 14 . Transporting Prisoners 15._- 7 Planning Work for Personnel and Units 16. 0 Budgeting Funds of Unit or Department 17.__ 16 Public Relations or Community Relations 18._ 0 Coordinating Tasks of Units or Divisions l9. 0 ___ Regulating Licensed Businesses 20. .__-_- 21. - “_“-'- 22. 23. 2h. 25. w...--. Sergeant --_._._ -- RANK OR TITLE 1. s 2. 10 3.__ 12 h. 6 5. 9 6._____11 7.__‘o 8.¥3 9.;0 lo. 1 11. 4 12. 2 13. 7 1h.__ 8 ls.___9___ 16. 0 l7. 0 18. 0 l9. 0 20. 21'.--._...-..._ 22-.........---- 23.__-___ 2h. 25. —.--.-_ 260 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure __"_Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non-Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions .___Regulating Licensed Businesses Sergeant ‘-.. RANK OR TITLE 2 6 l POLICE TASK QUESTIONNAIRE l.~___(_). ____ Patrol 2. 0 Search and Seizure 32_._}g_mou_Crime Scene Investigation h. 0 Traffic Control 5. O Arrest of Violators 6._*m_}};_____Testifying in Court 7-__., _9____- Delinquency Control 8.____I€_>_________ Advising Citizens (Criminal and Non—Criminal) 9. 8 Training other Personnel (Police) 10. L_ Supervising Other Personnel (Police) ll.____ 9______ Report Writing 12.______5-______ Assigning Personnel (Police) 13a__-9______Supervising Detained Persons (Prisoners) lb. 0 _ Transporting Prisoners ..e—-‘-‘-. 15. 2 Planning Work for Personnel and Units 16. 7 Budgeting Funds of Unit or Department 17. 4 Public Relations or Community Relations 18. 3 Coordinating Tasks of Units or Divisions 19. 10 ._ Regulating Licensed Businesses . -0-._ --- '— m—.- o-- O RANK OR TITLE 262 POLICE TASK QUESTIONNAIRE 1"-._.19 _ Patrol 2 . 4L Search and Seizure 3.._._14__‘__ Crime Scene Investigation 14. 41 Traffic Control 5. l2 Arrest of Violators 6.___ 17 Testifying in Court 7 . 9 - Delinquency Control --- an- 8. 6 __ Advising Citizens (Criminal and Non—Criminal) 9. 5 Training other Personnel (Police) .-— lO. 1 __ Supervising Other Personnel (Police) ll. 3 _'__ Report Writing 12. 2 ‘ Assigning Personnel (Police) 13. 8 Supervising Detained Persons (Prisoners) 1h . 0 __ Transporting Prisoners -- -—.——--o 15. 15 Planning Work for Personnel and Units 16. 0 ___ Budgeting Funds of Unit or Department 17 .___ 4 Public Relations or Community Relations 18.___ 7 A Coordinating Tasks of Units or Divisions 19. 16 _ Regulating Licensed Businesses “C... can- *‘~ 0.— _‘.--~-_ Inspector—u-.-— RANK OR TITLE 26 3 POLICE TASK QUESTIONNAIRE l.-___g_ ____ Patrol 2. D Search and Seizure 3.______19__.___._ Crime Scene Investigation h. 8 Traffic Control 5. 0 Arrest of Violators 6._ -___“ Testifying in Court 7.__7 9 Delinquency Control 8.___ ___ Advising Citizens (Criminal and Non—Criminal) 9. A Training other Personnel (Police) 10 .___L._“___ Supervising Other Personnel (Police) ll.___'_§_____._ Report Writing 12.____ 5‘ Assigning Personnel (Police) l3.____.___, Supervising Detained Persons (Prisoners) 1h.-__(_)_._____ Transporting Prisoners 15._ “.2... Planning Work for Personnel and Units 16. 12 Budgeting Funds of Unit or Department 17.—3 Public Relations or Community Relations 18 ___3 Coordinating Tasks of Units or Divisions l9.___1_}___ Regulating Licensed Businesses 20 ._________ 21. ’_________ 22._______. _ 23-___--.--___ 2’4. __ 25. “-Q-m... Inspector-~- RANK OR TITLE 264 POLI CE TASK QUESTIONN AI RE 1 . -__Q_ Patrol 2 . 1) Search and Seizure 3.____._Q______ Crime Scene Investigation 1t . _0 Traffic Control 5. ‘ Q Arrest of Violators 6 . 0 Testifying in Court - ---- 7.___ 0 _ Delinquency Control 8.___ 0___________ Advising Citizens (Criminal and Non—Criminal) 9. 0 __ Training other Personnel (Police) 10. 1 __ Supervising Other Personnel (Police) 11 . 0 “___ Report Writing 12. 2 Assigning Personnel (Police) 13. 0 Supervising Detained Persons (Prisoners) --o—~.-- 1h . O _ Transporting Prisoners 15. 0 Planning Work for Personnel and Units 16. O Budgeting Funds of Unit or Department 17. 4 Public Relations or Community Relations 18. 3 Coordinating Tasks of Units or Divisions l9. 0 _ Regulating Licensed Businesses 20. -..._..- 21. »-—o-.-_--.---— 22. —.-_...-— c. C Chief -.o£. Pol-ice RANK OR TITLE 1"-.__9L 2.___g_____ 3.___.__9____._ h. o 5. 0 6---...1.9._.__. 72__mg 8....6..- 9.. 2 __ 10. 6"- 11. 0 __ 12.....2- 13.___.9. 1h._____9___.-___ 15._-_l;_______ 16n__;1______ 17. 5 18. 1 __ l9.____9____ 20._____________ 21. -______q___ 22._______-___- 23.___________ 2h. ._ 25. _o.--.—-_ 265 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court r Delinquency Control __ Advising Citizens (Criminal and Non-Criminal) I Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions ‘___Regulating Licensed Businesses Police Captain:pniform Division -u.‘ --—.~ RANK OR TITLE 266 POLICE TASK QUESTIONNAIRE l.-_____(_)______ Patrol 2. A 0 Search and Seizure 3.______O___‘_._ Crime Scene Investigation 34. 0 Traffic Control 5. 0 Arrest of Violators 6 . 10 Testifying in Court 7.__,_‘_(_)_______ Delinquency Control 8.__-Z______ Advising Citizens (Criminal and Non-Criminal) 9. 6 Training other Personnel (Police) 10. 4 __ Supervising Other Personnel (Police) 11. {___ Report Writing 12. 8 Assigning Personnel (Police) ”-1. l3. 0 Supervising Detained Persons (Prisoners) lb. 0 __ Transporting Prisoners --_-_.- 15. 3 Planning Work for Personnel and Units 16. 2 _ Budgeting Funds of Unit or Department l7.___ 5 Public Relations or Community Relations 18. 1 Coordinating Tasks of Units or Divisions l9. 0 .__ Regulating Licensed Businesses --~ -- Q -- Deputy Chief -O-ou. on --- RANK OR TITLE 267 POLICE TASK QUESTIONNAIRE l.___Q- __ Patrol 2.‘_ 0 Search and Seizure 32___2__m~"_Crime Scene Investigation h. 0 Traffic Control 5. 0 Arrest of Violators 6°- “19 Testifying in Court 7.___ 9-_____ Delinquency Control 8.__..Z_”_‘__.Advising Citizens (Criminal and Non—Criminal) 9. ___2 #_ Training other Personnel (Police) 10. 1._ Supervising Other Personnel (Police) ll.____Q____ Report Writing 12. 3- Assigning Personnel (Police) l3fl__“2 Supervising Detained Persons (Prisoners) lh.____9__. Transporting Prisoners .155___fl__ Planning Work for Personnel and Units 16. 3 Budgeting Funds of Unit or Department 17. 6 Public Relations or Community Relations 18. 5 Coordinating Tasks of Units or Divisions 19.___P ____Regulating Licensed Businesses 20.‘________ 21.. .__“-..- 22._______ 23. _ 2ht_ ___ 25. Captain Investigation Division — o... 0-“..- RANK OR TITLE 268 POLICE TASK QUESTIONNAIRE l . -___; Patrol 2 . j Search and Seizure 3. O___ Crime Scene Investigation h. _9 Traffic Control 5 . g Arrest of Violators 6.__ 12 Testifying in Court 7 . 0 Delinquency Control _--~- 8. 7 ___ Advising Citizens (Criminal and Non—Criminal) 9. ___0 Training other Personnel (Police) lO. 1 Supervising Other Personnel (Police) ll . O _ Report Writing l2. 3 Assigning Personnel (Police) 13 ._ 8 Supervising Detained Persons (Prisoners) 1h. 0 Transporting Prisoners 15. 4 Planning Work for Personnel and Units 16. 9 Budgeting Funds of Unit or Department l7.__ 10 Public Relations or Community Relations 18. 2 Coordinating Tasks of Units or Divisions l9. 11 ._ Regulating Licensed Businesses 21. 22. 23. 214. 2'5. .- -00....— Capta-in— --- RANK OR TITLE 269 POLI CE TASK QUESTIONNAIRE l . ___Q_ Patrol 2. JL Search and Seizure 3-_._1.Q.__.._ Crime Scene Investigation 1:. A 1); Traffic Control 5. Q Arrest of Violators 6°-..1.§....___. Testifying in Court 7-_..-.1.Z___. Delinquency Control 8.____]________ Advising Citizens (Criminal and Non-Criminal) 9. 9 g_‘ Training other Personnel (Police) 10. 1 ___ Supervising Other Personnel (Police) ll. 6 __ Report Writing 12. 3 _ Assigning Personnel (Police) 13. 0 Supervising Detained Persons (Prisoners) 1’4.__ 0 __ Transporting Prisoners 15. 4 Planning Work for Personnel and Units l6. 5 Budgeting Funds of Unit or Department 17.____ 8 __ Public Relations or Community Relations 18.___ 2 Coordinating Tasks of Units or Divisions l9. 0 __ Regulating Licensed Businesses 20. 21. 22. “w--- 23. 2h. 25. mo“.— Ceptain— -—-- RANK OR TITLE 270 POLICE TASK QUESTIONNAIRE l.___o Patrol 2. _JQ Search and Seizure 3.._._Q ___- Crime Scene Investigation h.!_ 9 Traffic Control 5. Q Arrest of Violators Tbstifying in Court Delinquency Control ____Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) _“___Supervising Other Personnel (Police) ___ Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions .___Regulating Licensed Businesses 6.-..9- 7-._._9- 8._____7_____ 9.) o 10. 1 - 11.___o____ 12t_‘ 5 l3a__go 1h.____9___. lS. ___ 16. 2 l7.__6__ 18. 3 19.____o 20.____________ 21h--._._-.l_ 22._____“ 23. . 21.._ _ 25. m-.-“ .-— Chiefuo£m£olicae RANK 0R TITLE 271 POLICE TASK QUESTIONNAIRE 12“__Q______Patrol 2. «4) Search and Seizure ____Q_____._ Crime Scene Investigation h. .0 Traffic Control 5. Q Arrest of Violators 6.__H___ 7......9.__... 82_g Q_‘ 9. 0 10. o 113___g.__ 12. 0 13.__,o 1h.‘_ 0 15 ._ _____ 16. 3 17.__ t. 18g__ 2 19. o 20. 21.._________ 22.________ -- - 23.____- __ 2h. 25. Testifying in Court Delinquency Control Advising Citizens (Criminal and Non-Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations Coordinating Tasks of Units or Divisions Regulating Licensed Businesses RANK OR TITLE 272 POLI CE TASK QUESTIONNAIRE l.~____Q_____ Patrol 2. J) Search and Seizure 3.____g_______ Crime Scene Investigation 1+. _0 Traffic Control 5. Q Arrest of Violators 6.__9_______ Testifying in Court 7 . O.______ Delinquency Control 8.___8_______ Advising Citizens (Criminal and Non-Criminal) 9. 9 #_ Training other Personnel (Police) 10. 5 __ Supervising Other Personnel (Police) ll. 0 _ Report Writing 12. 4_ Assigning Personnel (Police) 13.__ 0 Supervising Detained Persons (Prisoners) 1h . O Transporting Prisoners 15. 1 Planning Work for Personnel and Units l6. 3 Budgeting Funds of Unit or Department 17.__ 7 Public Relations or Community Relations 18. 2 Coordinating Tasks of Units or Divisions l9. 0 _ Regulating Licensed Businesses 20. 21. . .-~.—-- -— 22. 23. 2h. -JiaJQ}: .... RANK OR TITLE 2 7 3 POLI CE TASK QUESTIONNAIRE l.___3_ __ Patrol 2. _0 Search and Seizure 3.__h_g__”m _Crime Scene Investigation h. 0 Traffic Control 5. O Arrest of Violators 6.__ -________ Testifying in Court 7.___ 9‘“ Delinquency Control 8.__~_§_"____ Advising Citizens (Criminal and Non-Criminal) 9. 7 _!__Training other Personnel (Police) 10. §_ Supervising Other Personnel (Police) 11. 0 __ Report Writing 12. 4- Assigning Personnel (Police) l32___9 Supervising Detained Persons (Prisoners) lh.____.____ Transporting Prisoners 15. -_g .____Planning'Work for Personnel and Units 16. 3 Budgeting Funds of Unit or Department l7.__ 8 Public Relations or Community Relations 18[“ 1 Coordinating Tasks of Units or Divisions l9.—O __ Regulating Licensed Businesses 20. ‘__ 21. ..... ._ 22. ---- 23a..._...__. 2ht_ ___ 25. * for orientation purposes JUNE—WW— RANK OR TITLE 274 POLICE TASK QUESTIONNAIRE l. o Patrol 2. _ 0 Search and Seizure 3 0 Crime Scene Investigation 11. 0 Traffic Control 5. 0 Arrest of Violators 6.__.__9______ Testifying in Court 7'__-..9.._._- Delinquency Control 8._____§_______ Advising Citizens (Criminal and Non-Criminal) 9. __0 # Training other Personnel (Police) 10. 6_ Supervising Other Personnel (Police) ll. 0 _ Report Writing 12. 9 Assigning Personnel (Police) 13.__ 8 ‘ Supervising Detained Persons (Prisoners) 11$. 0 __ Transporting Prisoners 15. 2 Planning Work for Personnel and Units - O..- 16. 1 Budgeting Funds of Unit or Department 17.__ 4 Public Relations or Community Relations 18. 3 Coordinating Tasks of Units or Divisions l9. 7 _ Regulating Licensed Businesses 20. 21. 22. Ehisf RANK OR TITLE 2 7 5 POLI CE TASK QUESTIONNAIRE l . 1 5 Patrol 2 . JL Search and Seizure 3.____12 Crime Scene Investigation :- JZL Traffic Control . 42 Arrest of Violators 13 Testifying in Court 5 6 7 . 0_ Delinquency Control 8 4 =___ Advising Citizens (Criminal and Non-Criminal) 9.. 6 Training other Personnel (Police) 10. l__ __ Supervising Other Personnel (Police) ll. 7 __ Report Writing 12 . 3 Assigning Personnel (Police) 13. 9 Supervising Detained Persons (Prisoners) 1h . O Transporting Prisoners 15. 2 Planning Work for Personnel and Units 16. 10 Budgeting Funds of Unit or Department 17 ._ 5 A Public Relations or Camunity Relations 18.“ 8 Coordinating Tasks of Units or Divisions 19. 11 __ Regulating Licensed Businesses 20. 21. 22. M- o-. - 23. 2h._ 25. 9.925.812.1811 form RANK OR TITLE 276 POLICE TASK QUESTIONNAIRE l. o Patrol 2. JCL Search and Seizure 3.___2______ Crime Scene Investigation h. 3 Traffic Control 5. JL Arrest of Violators 6a_~_;§_____ibstifying in Court 7._-Q Delinquency Control 8. 5 Advising Citizens (Criminal and Non-Criminal) 9.. 12 Training other Personnel (Police) 10.___1_“__ Supervising Other Personnel (Police) 1].. 7 __ Report Writing 12.__ 2 Assigning Personnel (Police) 135___14 Supervising Detained Persons (Prisoners) lh.__'16 Transporting Prisoners 15._ __3 __ Planning Work for Personnel and Units 16. 8 Budgeting Funds of Unit or Department 17._ 6 Public Relations or Community Relations 18. 4 Coordinating Tasks of Units or Divisions 19. 15 ====Regulating Licensed Businesses 20.__ _ 21..-______-__ 22. -.-- 232....-____. 2h. _*_ 25. “-0...“ Detectivgggaptain RANK OR TITLE 277 POLICE TASK QUESTIONNAIRE 1. Q A Patrol 2. A m Search and Seizure 3. L Crime Scene Investigation 14. A 0 Traffic Control 5 . g Arrest of Violators 6._ o Testifying in Court w- 7.___ 0 Delinquency Control 8._A 8 Advising Citizens (Criminal and Non-Criminal) 9. 6 Training other Personnel (Police) 10 .___l,’_______ Supervising Other Personnel (Police) ll. 11 Report Writing l2.____A2__A___ Assigning Personnel (Police) 13.__ o Supervising Detained Persons (Prisoners) 1h.A_ o Transporting Prisoners 15 ._ 3 Planning Work for Personnel and Units 16. 5 Budgeting Funds of Unit or Departmcnt 17._ 7 Public Relations or Community Relations 18._A 1 Coordinating Tasks of Units or Divisions l9. 0 __ Regulating Licensed Businesses 20. W. 21. .“~.--~- 22. M- o‘- 23. 2h. 25. Captain Dept. Executive Officer RANKOR TITLE 12,..11.._._ 2 .__ o 3-._....0__--_ h. o 5. o 6.__A_ 72____A_____ EL____2_A____ 9.“___0 10. 0 -___ ll”____§___“__ 122...-- 132___9 1ha_._9..,.__ 15 ._ A§A 16. 2 _.___ 17g___9______ 18fl___§. l9a___9__._,_ 202_. 1 ... 21-...._§-..-.... 22g___§_A_._- 232___Z-.____ 2h.______________ 25. _.- O a-.. C“ 278 POLICE TASK QUESTIONNAIRE Patrol Search and Seizure Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court Delinquency Control Advising Citizens (Criminal and Non-Criminal) Training other Personnel (Police) Supervising Other Personnel (Police) Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations ___ Coordinating Tasks of Units or Divisions Regulating Licensed Businesses Purchasing, Payables and Payroll Statistical Analysis Inventory Control Communications Coordination Adminiggrgtiyg_Aide To Chief RANK OR TITLE 279 POLICE TASK QUESTIONNAIRE - _Patrol Search and Seizure A___Crime Scene Investigation Traffic Control Arrest of Violators Testifying in Court _ Delinquency Control ___ Advising Citizens (Criminal and Non—Criminal) Training other Personnel (Police) ____Supervising Other Personnel (Police) ____Report Writing Assigning Personnel (Police) Supervising Detained Persons (Prisoners) .__ Transporting Prisoners Planning Work for Personnel and Units Budgeting Funds of Unit or Department Public Relations or Community Relations AA__Coordinating Tasks of Units or Divisions _A__Regulating Licensed Businesses l-____10 2 11 32-..? h. 0 5._ 0 6.---12. 72__.g 8-__.Ji_"_ 9-.__9 10. 1 4.-.. 11._A5A 12._____- 132___§ 1h.-__._9._...- 152_-JZ_. l6. 0 17.A 6 18. 7_. l9.___9 202_.____-.._ 21'. .-.._ -..-...... 22g___AAA_-_- 23-___--._____ 2hg____A_____ 2S. —-- - .-... .3. ExecutivemLiautenant. RANK OR TITLE APPENDIX F-2 POLICE TASK INSTRUCTION QUESTIONNAIRE RETURNS C. 280 TASK INSTRUCTION QUESTIONNARIE Teak Desiggation Curriculum Agsigned Instructional Level. Patrol ~ Purpose; Methods 3 L and Techniques of observation Search & Seizure Legal Aspects of searches with 1 searches, Landmark and without a Decisions, and warrant. Crime Scene Investigation Preserving the and preservation 3 scene, crime scene of evidenceJ search, collection photoggaphyg& diagramming g:;;::;1on issuing and citing 3 Traffic Control preventive patrol, 3 point control, issuing citations Arrests nghnign§§_gfi___. .nznhshls_sanse. 1 arrest, with gng_ felgny Q misdg- without g wagggnt, _mggnor Case Preparation And.Presentation. Elements of 3A ing 13 cggzt. ls crime, statement takingA & testify- Delinquency Control PhilosophyA hist- ection procedures 1 orical background, prevention & det- 281 TASK INSTRUCTION QUESTIONNAIRE _(Continued) Task Designation - Curriculum.Assigngg_ Instructional Level Citizen .Advisory Functions Court pgggg§§g§__ 3 Instructing Other Personnel ; q Supervising Other Personnel _flnmmunication—up— '1 and dqgn, Report WritingA_ 3 Personnel Deployment Beat studies a._ 2 Detention Legal Requirements 3 Procedures ’ diet 8 medical treatment 1 Planning, 1 Budgeting 282 TASK INSTRUCTION QUESTIONNAIRE Task Designation Public or Q. Community Relations (Continued) Curriculum.Assigned Coordinating R. Tasks Instructional Level NAME OF INSTITUTION SUBMITTING INFORMATION Battle Creek Police 283 TASK INSTRUCTION QUESTIONNARIE Task Desiggation Curriculum Agsigned Patrol Procedureifim Wm L Ogdigggggg, firearms. gantrgll__. State law, self- _u__; '. Search & Seizure EvidenceA Consti— tutional Law, & Interrogation Crime Scene Investigation Searcheg, Evidence License Regglation Liquor Laws Traffic Control Vehicle laws, pursuit driving, enforcement, acci- & drivers lic- dent investigation, enses. Arrests Criminal lawA & confessions. Case Preparation .And Presentation ‘1“V88t188t1093;_ reports Dalinquency Control Juvenile law & Procedures Instructional Level. 3,8,4 3'§L4 3 & A 2 8 3 284 TASK.INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum.Assigned Instructional Level Citizen .Advisory Functions 0 Instructing Other Personnel Instructors—School 1‘ 2‘ & 3 Supervising Other Personnel Supervision 3 & A Report writing» Department Reports, 3 Accident Reports Personnel Deployment o Detention Procedures Procedugg 3 PlanningA Administratiyer 4 Assessment Budgeting Administrgtive 1 & A Management 285 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum Assigned Public or Community Relations Human Relations, Public relations, abnormal persons. Coordinating Tasks Instructional Level 3 & 4 NAME OF INSTITUTION SUBMITTING INFORMATION Dearbmm P011“ Department Ind ‘ A. B. C. D. E. F. G1 H. 286 TASK INSTRUCTION QUESTIONNARIE Task Desiggation Curriculum Agsigned Patrol Patrol Iechnigues (see following curriculum) L Search & Seizure Constitutional Instructional Level. 3 law Crime Scene Investigation Investigation Section (see curriculum) License Regulation 1: Legal Section r.) . Liqua‘f Jim" 9. misc. city ordinances Traffic Control Traffic §ectigg __Lgee curriculum) Arrests Law of arrest Case Preparation And Presentation IV General Police Section (see curriculum) II Legal Section (see curriculum) Delinquency Control 287 TASK INSTRUCTION QUESTIONNAIRE _(ContinuedI Task Designation . Curriculum.Assigned Citizen .Advisory Functions VI Special Subiects Section Human Relations Liberal Arts Instructing Other Personnel Instructor Training Supervising Other Personnel Personnel Managgment Basic supervision Report writing Report writing English Composition Personnel Deployment No acceptable course known, research programs offer best solution Detention Procedures Planning Police Administration Budgeting, No acceptable course known , most needed in police administration Instructional.Level 1 &.2 l & 2 1,2,3 288 TASK INSTRUCTION QUESTIONNAIRE Instructional Level (Continued) Task DesAgnation Curriculum Assigngg Public or Q. Community Relations Coordinating R. Tasks Police Administration NAME OF INSTITUTION SUBMITTING INFORMATIONDGCTOit Police Academy 1 & 2 Copy of curriculum is attached. 2nd 289 TASK INSTRUCTION QUESTIONNARIE Task Desi ation Curriculum Agsigned Instructional Level. Patrol Procedures and 3 purposes Search & Seizure Michigan Statutes, 2 & 1 case law 3 U.S. (Constitution 6 Crime Scene Investifigtion Michigan statutes 1 & 2 Techniques of Investigation 3 Interviewing & interrogation 3 License Regulation City Ordingngga, .3 Egtggl tgchqigggs, Traffic Control City ordingncesI control 3 State vehicle Code, methods 2; trgggic Arrests Laws of arrest & 3 Procedures Case Preparation And Presentation Methods of report 1.2; & 3 writing,& English Usage. Delinquency Control Juvenile laws, and understanding 1.2.3.8 A disposition of delinquency offendersAAcauses M. Task Designation Citizen .Advisory 290 TASK INSTRUCTION QUESTIONNAIRE '(ContinuedII Curriculum.Assigned Functions Michigan laws, ity relations police department function & Commun- Instructing Other Personnel Law enforcement functions, methods of teaching. Supervising Other Personnel Administrative concgptsA & Police administration ReEprt writing_ Methods of report usage ‘writing & English Personnel Deployment Administrative concepts 6 police administration Detention Procedures Jail methods & procedures, and corrections. Planning, Police administration, research methods, & administrative concepts Budgeting Business administration, police administration, & accounting, Instructionaleevel 2 & 3 1,2, & 3 2 &.3 1 & 2 l & 2 291 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum Assigned Public or Q. Community Relations Community rela- public speaking tions,4police administration, & Coordinating R. Tasks Police administration, administrative concepts. & business administration NAME OF INSTITUTION SUBMITTING INFORMATION Flint Police Department md Instructional Level 1,2,4& 3 292 TASK INSTRUCTION QUESTIONNARIE Task Designation Curriculum.A§signed Instructional Level- Patrol Patrol technigues, weapong training, 0 Ldefensive and pur- first-aid, & police suit driving, ethics. Search & Seizure Laws concerning 213L & 4 search warrants, methods of search. Crime Scene Investigation Laws of evidence, Cellection of figg33. & 4 fingerprints, ele- evidence & police ments of crimes, science. License Regulation Laws involved, & 2,3, & 4 types of licenses, Traffic Control Traffic laws, re- & basic traffic 2,3, & 4 ports used, point engineering traffic control, Arrests Laws of arrest, making an arrest, 2,3, & 4 interrogation, & prisoner search. methods used in Case Preparation And Presentation English composi- used 2,3, &4 tion, Spelling, grammar, & forms Delinquency ControlJuvenfle law, 6: 2,3, & 4 basic psychology. Task Designation Citizen .Advisory Functions 293 TASK INSTRUCTION QUESTIONNAIRE (Continued) Curriculum.Assigned Press-citizen relations Instructing Other Personnel Educational techni- & sociology ques, public speak- ing, equipment used, Supervising Other Personnel Administration, ment, decision making, basic supervision and psychology, rumor control. executive develOp- Report writing, Penmanship, spelling, & grammar Personnel 11 Denloyment P0 C9 managemegg . personnel evaluation Detention P 1 Procedures eno 08? Planning_ Business administra- tion & long range forecasting BudgetinggA Accounting & revenue priorities Instructional Level 4 2 & 4 1,2 & 4 2,3, & 4 1,2, & 4 1.2, & 4 1.2, & 4 1.2, & 4 294 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum.Assigned Public or - Q” Community Relations Sociology of sive words, small groups, law enforcement, & explo- Coordinating R. Tasks Police administration NAME OF INSTITUTION SUBMITTING INFORMATIONLJvonia Police Department md Instructional Level 1-2: a z. 4L1. & 2 Task Designation Patrol Search & Seizure 295 TASK INSTRUCTION QpESTIONNARIE Curriculum Agsigged Police Administration 223 Instructional Level. Police Operations 224 2, 3, & 4 Criminal Procedures 222 1,2,3, & 4 Criminal Investigation 229 ' Introduction to Law Enforcement & Criminal Justice 121 2,3, & 4 Crime Scene Investigation Criminal Investigation 229 License Regulation Police Operations 224 2,3, & 4 Traffic Control Arrests Case Preparation And Presentation Criminal Investigation 229 Highway Traffic Administration 124 2,3, & 4 Criminal Procedure 222 1,2,3, & 4 Criminal Investigation 229 Police Operations 224 Criminal Law 221 1,2,3, & ’4 Criminal Investigation 229 Delinquency Control Juvenile Delinquency 220 Criminology 122 1,2,3, & 4 M. Task Designation Citizen..Advisory Functions 296 TASK INSTRUCTION QUESTIONNAIRE (Continued) Curriculum Assigned Introduction to Law Enforcement 121 Police Community Relations 233 Instructional.Level Instructing Other Personnel Supervising Other Personnel Police Administration 223 Report writing Criminal Investigation 229 Police Operations 224 Personnel Deploxment Police Administration 223 Detention Pr°°edures Pol 1W 224 Planning, Police Administration 223 Budgeting Police Admigisgzation 223 2. 3. s4 1.éLé 1.2, 5.4 2,3,4. 4 1,2,3, 5.1. 3 a4 lfQYR & A 297 TASK INSTRUCTION QUESTIONNAIRE (ContinuedI Task Designation Curriculum Assigned Instructional Level Public or Community Relations Policg;£nmmnnity 3213;1035 233 1i2-3-& 4 Police Operations 224 Introduction to Law Enforcement.121~ Coordinating Tasks Police Administration 224 1,2,& 4 All of the above topics should be develOped for continuing education programs. NAME OF INSTITUTION SUBMITTING INFORMATION .Alpena Community College md 298 TASK INSTRUCTION QUESTIONNARIE Instructional Level. Task Designation Curriculum Agsigned Patrol Igghnjqngfi of .gation (._mxsntimatml. g aggjdgn: ingesti- Search & Seizure L§g31_lgggi;gmgnts. mum... Crime Scene Investigation ,Bagig_§ggngg.sggne r t t W License Regulation Liquor license enforcement Traffic Control Accident scene, school & bus, selective enforcement Arrests Laws & mechanics of arrests Case Preparation And Presentation Court function, Prosecutor conduct on stand, relations with Delinquency ControlHandling of Juvenile, juvenile court rule, theories of delinquency, & delinquency prevention 312g,& 4 3iz:,&,4 2_27A&,4 3,& 4 3.2L & 4 3,2J & 4 3,2, 6: 4 3,2, & 4 2 & 1 O. 299 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum Assigned Instructional Level Citizen .Advisory Functions Citizen complaints, Human relations 3,2, &4 police-community relations, & Instructing Other Personnel Technique of Instruction 4,2,,& 1 Public Speaking 2 & 1 Supervising Other Personnel Command training 2,4, & 1 leadership training 2 &4 Report writing, 3i2i,& 4 Personnel Deployment 2,1. & 4 Detention Procedures Custody & Security 3 & 2 Planning Research & planning 1 & 2 2 & 1 Eudgetinggg 300 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum.Assigned Instructional Level Public or » Community Relations 3,2L & 1 Coordinating Tasks Cooperation with 3,2, & 1 other agencies, regionalization 2 & l research 1 NAME OF INSTITUTION . SUBMITTING INFORMATIONLake Michigan College md Most of the initial training for in-service persons is at the Police Academy level. Pre-service should get this at the two-year school. Skills and techniques should be the Academy and two-year resoonsibility. Theory and planning. and research should be at the four-year level 301 TASK INSTRUCTION QUESTIONNARIE Task Designation Curriculum Agsigned Patrol Policsflaetstions (L.E. 111) Search & Seizure Intro. To Law Enforcement (L.E. 110) Qgiminal Law (L.E. 113) Crime Scene Investigation License Regglation Academy Traffic Control Academy Arrests Intro. To Law Enforcement (L.E.llO) Criminal Evidence & Procedure (L . E7713) Case Preparation And Presentation CriminaLEsidsnae W. (L.E. 115) Delinquency Control folicg Bg]§ In CHEW (L.E. 114) Instructional Level- 302 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation . Cgrriculum.Assigned Citizen .Advisory Functions Police Administration (L-E- 1121 Instructing Other Personnel Police Operations (L.E. 111) Supervising Other personnel Police Operations (L.E. 111) Report Writing, Grading Personnel Deployment Intro. To Law Enforcement (L.E. 119) Detention Procedures Academy Planning Police Administration (L.E. 112) Budgeting_ Police Administration (L.E. 112) Instructional Level 303 TASK INSTRUCTION QUESTIONNAIRE (Continued), Task Designation Curriculum.Assigned Instructional Level Public or - Q. Community Relationgknice Administration (L.E. 112) 2 Coordinating R. Tasks Police Administration (L.E. 112) 2 Note: The language used in this questionnaire is not clear A course in report writing to use the advantage of brevity and clarity would be of advantage to the author NAME OF INSTITUTION k . 11 SUBMITTING INFORMATION 38° 3°“ C°mmunlty CO ese md Taak Designation Patrol 304 TASK INSTRUCTION QUESTIONNARIE Curriculum Agsigned Search and Seizure, Search & Seizure Crime scene investi- Instructional Level. gation. Arrests, case pre- paration, detention procedures Crime Scene Investigation OArregts. case pre- garatiog,_citizen _W— License Regulation Search & Seizure, _garation Traffic Control Arrests Case Preparation And Presentation arrests, ca3e gre- License regulation, personnel degloy- ment,planning Search & Seizure, crime scene inv- estigation Search & seizure, arrests, case pre- paration Dalinquency Control Citizen advising, nating tasks public~community 1 & 2 1,2, & 4 1,2, & 4 l & 2 l & 2 1.2, & 4 1,2, & 4 1,2, & 4 relations, coordi- 305 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum.Assigned Instructional Level Citizen .Advisort Functions Search & seizure, 1-2- 5:4 arrests,_delinggency control Instructing Other Personnel All areas 1,2, & 4 Supervising Other Personnel All areas 1, 2J 6c 4 Report writing, Search & seizure, l & 2 crime scene inv- Personnel estigation, arrests Deployment Patrol, case pre- 1, & 2 paration, super- vising others Detention procedures Search & seizure, 1,2‘& 4 case preparation, arrests Planning, Coordinating tasks 1,2, & 4 Budgeting#_ Planning, coordi- 1 & 4 nating tasks 306 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum.Assigned Instructional Level Public or Q. Commity Relations coordinating tasks, 1,2, & 4 R. Tasks relations 1,2, g A NAME OF INSTITUTION SUBMITTING INFORMATION Kalamazoo Valley Community College md TASK INSTRUCTION QUESTIONNARIE Task Designation Patrol 307 Curriculum Assigned Search & Seizure Instructional Level. 3 Crime Scene Investigation License Regulation Traffic Control Arrests Case Preparation And Presentation Delinquengy Control Task Designation Citizen .Advisory 308 TASK INSTRUCTION QUESTIONNAIRE (Continued) Curriculum.Assigned Instructional Level Functions 2, Instructing Other Personnel 1 Supervising Other Personnel 1 & 4 Report writingg 3 Personnel Deployment 2 Detention Procedures 3 Planning 4 & 1 4 & 1 Budgeting‘g Task Designation Public or Q. Community Relations 309 TASK INSTRUCTION QUESTIONNAIRE (Continued) Curriculum.Assigned Instructional Level Coordinating R. Tasks NAME OF INSTITUTION SUBMITTING INFORMATION md Macomb County Community College Task Designation Patrol Search & Seizure 310 TASK INSTRUCTION QUESTIONNARIE Curriculum Assigned FWCUOst 7 and duties Criminal Code, rules of evidence Laws of arrest, court procedure, Crime Scene Investigation Criminal Code, court procedure rules of evidence, investigation, License Regulation State laws, local Traffic Control ordinances State laws, local Arrests Case Preparation And Presentation ordinances Criminal code, rules of evidence court procedure, laws of arrest, Same as "F” Delinquency Control. Juvenile Code, methods Instructional Level- 2, 3 & 4 1&4 2&4 311 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum Assigned Instructional Level Citizen .Advisory Functions English, pnplig 9 spegking, Instructing Other Personnel English. public 2 speaking Supervising Other Personnel Supervision training 2 Report writing, Data processing 2.3L & 4 Personnel Deployment Data processing 2 & '3 Detention Procedures Penal training 2 Planning Data processing 2 & 3 Budgeting, Accounting, police A administration 312 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum Assigned Instructional Level Public or Q. Community Relations English, Public 2 speaking Coordinating R. Tasks Data processing, 2 supervision training NAME OF INSTITUTION md G. 313 TASK INSTRUCTION QUESTIONNARIE Task Designation Curriculum Agsigned Patrol Patrol, administration, patrol tactics L. Search & Seizure Criminal law, criminal procedures Crime Scene . Investigation Principles of criminal investigation License Li not re ulations Regulation q 8 . taverns. etc. Traffic Control Traffic adminis- tration, traffic regulations & signals Arrests American Jurispguz, deuce, rules of law Case Preparation And Presentation Delinquency Control History Of Youth Of delinquency, crime, types of prevention crime, prediction strategies Instructional Level 3 1,2, & 4 M. 314 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum.Assigned Instructional Level Citizen .Advisory Functions Role Of citigen in ggygxnment._u__- 9:1w & 4 H II N H cxjme CDDCID] H H II H H ' _____nzcxen£1on_ Instructing Other Personnel Principles of teach- I ing,_1earning,process Supervising Other Personnel Leadership tactics, 2 1f7&,3, principles of lend- ership Report writing_ 4 Personnel Dgloyment Utilization 0f 1’21 & 3 manpower resources Detention Procedures 3 Planning 2,1, & 3 l & 2 Budgeting Task Designation Public or Community Relations 315 TASK INSTRUCTION QUESTIONNAIRE (Continued) Curriculum Assigned Instructional Level 3 & 4 Coordinating Tasks 3 & 4 NAME OF INSTITUTION SUBMITTING INFORMATION Michiggn State Uniyersitul md 316 TASK INSTRUCTION QUESTIONNARIE Task Designation Curriculum Agsigned Instructional Level. Patrol Intro to police organization and 2, 1, & 1 administratiOn Fundamentals of criminal investiga- 0‘ Search & Seizure tion Social psychology & juvenile delinquency Intro. to law enforcement 2,1, & 3 Fundamentals of criminal investigation Crime Scene Investigation Fundamentals of criminal investigation 2,3, & 1 Criminal law License Regulation Intro. to police organization and 2,1, & 3 admInIsffafion Traffic Control Arrests Cf IminaI Eafi Fundamentals of Criminal Investigation Police Operations 1.3, & 2 Intro. to law enforcement, 2.1, & 3 Case Preparation And Presentation Fundamentals of Criminal Investigation Intro. to police organization and administration Fundamentals of Criminal Investigation 2,1, & 3 Criminal law Delinquency Control Juvenile delinquency 2,1. & 3 Social problems I4. Task Designation Citizen .Advisory 317 TASK INSTRUCTION QUESTIONNAIRE (Continued) Curriculum.Assigned Instructional Level Functions Intro. to law enforcement 2:1- &,3 Intro. to police organigggign_and__ administration Instructing Other Personnel Intro to police organization and 1.2. S 3 administration Police operations Supervising Other personnel Intro. to police organization and 2,1, & 3 administration Police operations Report Writing Fundamentals of Criminal Investigation 2L1, & 3 English composition , typing Personnel Deployment Intro. to police organization and 2,1, & 3 administration police operations Detention procedures Intro to law enforcement, 2.1. & 3 police operations Planning; Intro to police organization and admin- 2,1, & 3 ‘1Sfr3tion police operations Budgeting_A Intro to police organization and 2.1. & 3 Iaamrntsrrartofi——- police operations 318 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum.Assigned Public or . Q. Community Relations Intro. to law enforcement Instructional Level Coordinating R. Tasks Intro to police organization and administraEIOn, police operations NAME OF INSTITUTION SUBMITTING INFORMATION‘OflI-oe Community College 2.1L_é 3 2,14 s 3 md 319 TASK INSTRUCTION QUESTIONNARIE Task Designation Curriculum Agsigned Instructional Level- ,A. Patrol Observationof beat & hazerds, 3 & 2 “III erronnei, complaints, field notetaking, ‘W lB. Search & Seizure Arrests with and without warrant, 3 & 2 duration, tIme and pIace of search, force usable in searches, plain view seizures, form of search warrant, ,4 . issuance andexecution, suppression [ Of evidence Crime Scene c. Investigation Protection and preservation of scene, 3 & 2 ‘ processIng scene for evidence, sketches and notetaking, searching techniques License D. Regulation Areas to be inspected, identification, 3 q preservation, and examination of evi- dence, common violations, general facts E. Traffic Control Object and philosophy of enforcement, 2 & 3 accident spot maps, records and pro- grams, inventory, selective enforcement, engineering role, needs & responsibility F. Arrests Without warrant, required evidence 2 & 3 arrest powers, force permissable Case Preparation G. And Presentation Collection Of information, rules of 2 & 3 evidence, court_procedures H. Delinquency Control Causes, influence of environment, 3,2. & 1 juvenile psychology, theory of delin- quency, basis of police action 320 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Designation Curriculum.Assigned Instructional Level Citizen .Advisory I. Functions Precautions against crimeI resourees 2 for crimegpreventionI education in crime prevention, community planning Instructing Other J. Personnel Effective supervision, problem solving_ 1,2, & q ability, leadership,,job competence, courage, enthusiasm, tact, integrity Supervising Other K. personnel In service programs in all areas l,2,_& 4 L. Report writing Field notetaking, gathering facts, 3 & 2 planning report, organizing material, Personnel M. Deployment Patrol-detective coordination, analyze 1,2, & 4 ___ data, patrol techniques, investigator deployment, report preparation & deployment Detention N. Procedures Role of jail, jail operations, jail- 3 ing as police function, security, staff-prisoner relations. 0. Planning, Departmental goals. process of planning. 1 identification and evaluation of alter- natives, analyzing data. p, Budgeting, purposes, requests, planning and systems 1 Won 321 TASK INSTRUCTION QUESTIONNAIRE (Continued) Task Deslgnation Curriculum Assigned Instructional Level Public or a Q. Communitl Relations Human relations, police-minority l & 2 relations, police and the public Coordinating R. Tasks Discussion of all tasks effort, 2 inter-action and cooperation, in- creasing overall efficiency and results NAME OF INSTITUTION SUBMITTING INFORMATION Wayne State University md APPENDIX G MICHIGAN SCHOOLS OFFERING CRIMINAL JUSTICE PROGRAMS \DmflChUlothH l-‘l-J l-‘O O. 12. l3. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 322 MICHIGAN SCHOOLS OFFERING CRIMINAL JUSTICE PROGRAMS Alepna Community College--Alpena, Michigan Bay De Noc Community College-~Escanaba, Michigan Delata College--University Center, Michigan Genessee County Community College--Flint, Michigan Glen Oaks Community College--Centerville, Michigan Grand Rapids Community College--Grand Rapids, Michigan Gogebic Community College--IronWood, Michigan Henry Ford Community College--Dearborn, Michigan Highland Park College--Highland Park, Michigan Jackson Community College--Jackson, Michigan Kalamazoo Valley Community College--Kalamazoo, Michigan Kellogg Community College--Battle Creek, Michigan Kirtland Community College--Roscommon, Michigan Lake Michigan College—-Benton Harbor, Michigan Lansing Community College--Lansing, Michigan Macomb County Community College-~Warren, Michigan Michigan State University——East Lansing, Michigan Mid-Michigan Community College--Monroe, Michigan Monroe County Community College--Monroe, Michigan Montcalm Community College--Sidney, Michigan Muskegon Community College--Muskegon, Michigan North Central Michigan College--Petoskey, Michigan North Western Michigan College-—Traverse City, Michigan Oakland Community College--Auburn Heights, Michigan Schoolcraft College-~Livonia, Michigan South Western Michigan College—-Dowagiac, Michigan St. Claire Community College-—Port Huron, Michigan Washtenaw Community College--Ypsilanti, Michigan Wayne County Community College-~Detroit, Michigan Wayne State University--Detroit, Michigan West Shore Community College--Ludington, Michigan