AN; EXPLORATION OF THE EFFECTS
OF MEMBER COAL PREFERENCES ON
A BASIC TRALNINC CURRICULUM
IN A STAFF POLICE AGENCY

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MECHGAH SFATE UNIVERS‘ETY
BRUCE TREVOR OLSON
1971

 

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An Exploration of the Effects of Member Goal
Preferences on a Basic Training Curriculum
in a State Police Agency

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3- ABSTRACT

AN EXPLORATION OF THE EFFECTS OF MEMBER GOAL
PREFERENCES ON A BASIC TRAINING CURRICULUM
IN A STATE POLICE AGENCY

BY

Bruce T. Olson

Statement of Problem. The study's objective was to

 

determine if, in a complex organization, goal preference is
associated with preferences for emphasizing curriculum ele-
ments in a basic training program. Since all social systems
have at least one goal, and since not all System members will
prefer that goal or goals equally, it is of considerable soc-
iological importance to discover whether goal preference and
distinctive perspectives on system structures and processes
are related.

Procedures. A questionnaire was distributed to all mem-

 

bers of a state police agency; seventy-one percent of the
potential respondents (1,766) returned usable questionnaires.
No crucial non-respondent problems were identified. The
questionnaire included 89 curriculum elements (e.g., "secur-
ing and protecting a crime scene") used, or which could be
used, in the agency's basic training program. Respondents
were asked to rate each item on a five-point, Likert-type,
emphasis scale ("great emphasis" to "no emphasis, should not
be included"). Respondents were also asked to indicate which

one of two types of police activities they most preferred:

Bruce T. Olson

"activities relating mainly to criminal law enforcement and
investigation" or "activities relating mainly to traffic law
enforcement and investigation". Goal preference was defined
as declared preference for either of the two types of activi-
ties. The study's major hypothesis anticipated that certain
curriculum elements, closely related to each of the two goals,
would distinguish, at statistically significant levels, be-
tween those preferring crime or those preferring traffic
goals. This hypothesis was tested only on troopers, corpor-
als, sergeants, and staff sergeants because it was felt higher
ranking officers' perceptions of the daily trooper work role
would be critically different from perceptions held at the
supervisory and trooper levels. In this latter group, 773
officers preferred crime and 267 preferred traffic goals.

Several subsidiary hypotheses were developed which antic-
ipated that goal preference would result in distinctive curri-
culum element preferences, and these hypotheses were tested on
two special groups of respondents (high crime and high traffic
goal preferring officers) who were identified by discriminant
analysis. These two groups were viewed as "ideal types" who
could be studied under, so to speak, "high magnification".

Two statistical procedures were used. First, stepwise
discriminant analysis identified 12 curriculum elements which,
at a significance level of 0.05 or better, distinguished of-
ficers who preferred crime goals from those who preferred
traffic goals. Discriminant analysis permitted each of the

89 curriculum elements to be used as predictor variables;

Bruce T. Olson

criterion variables were reported goal preferences. Besides
identifying which respondents were correctly and incorrectly
classified (according to their characteristic goal group
curriculum element emphasis preferences), discriminant analy-
sis produced a probability score for each respondent which
indicated the likelihood of his being correctly or incorrect-
ly classified into his preferred goal group. This permitted
56 and 33 officers to be designated respectively as parti-
cularly high crime and high traffic goal preferring respond-
ents.

A second statistical procedure was employed on each of
these two groups; mean response scores and Leik (an ordinal
measure of consensus) scores were computed for each of these
two high goal preferring groups of officers.

Findings. Twelve curriculum elements were identified
which distinguished crime from traffic goal preferring troop-
ers, corporals, sergeants, and staff sergeants. Most of
these elements, as the major hypothesis anticipated, were
obviously related to their respective goals. Three subsid-
iary hypotheses were accepted as valid from the data produced
by the second statistical procedure, suggesting that crime
goal preferring officers, as predicted, generally differ from
traffic goal preferring officers in curriculum element emphas—
is preference.

Conclusions and Recommendations. The study's major con-
clusion was that it is possible to "track" goal preference

through a social system and that the method used in this

Bruce T. Olson

study may be useful to social scientists who want to study
goal-related social system tensions. Recommendations con-

cerning further research and the police work role are offered.

AN EXPLORATION OF THE EFFECTS OF MEMBER GOAL
PREFERENCES ON A BASIC TRAINING CURRICULUM

IN A STATE POLICE AGENCY

BY

Bruce Trevor Olson

A THESIS

Submitted to_
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
College of Social Science

1971

©Copyright by
BRUCE TREVOR OLSON
19 71

AUTHOR ' S PREFACE

This is a study of certain relationships between organi-
zational goals and the content of an entry socialization pro-
gram. The findings reported represent a portion of a project
conducted for the Michigan State Police in 1969.

This investigation is perhaps the first study of its
kind undertaken in a law enforcement setting. It is, however,
addressed to social scientists and all others who may be in-
terested in an empirical analysis of goal preferences and how
these preferences may be related to specific social system
processes, in this case the content of a basic socialization
curriculum.

Many people contributed to this study, including hund-
reds of dedicated officers who responded to a questionnaire
especially designed for this project. Colonel Fredrick E.
Davids, former Michigan State Police Director, provided great
assistance in this project; his immediate subordinates were
similarly helpful. Captain George Halverson, Training Divi-
sion Commander, was a patient and imaginative advisor. Other
Training Division staff members helped the writer minimize
design problems by providing insight into their organization.

Captain John R. Plants (now Director of the Michigan

State Police) and his computer staff provided valuable assist-

ance and expedited the study greatly. Mrs. Madeline Daniher

ii

and Robert Zajac typed and printed, respectively, a visually
attractive questionnaire.

Design assistance was obtained from Dr. Duane Gibson,
Director, Institute for Community Development, Michigan State
University. His secretary, Mrs. Almeda Ritter, and her co-
workers contributed much to the study from its beginning. A
faculty research grant from The University of Tulsa and typ-
ing assistance from Mrs. Sandra Monical of the University's
Department of Sociology and Anthropology also contributed to
the study.

Important assistance and encouragement in the data analy-
sis phase of the project were provided by Mr. Javier Rolon,
President, Management-Computer INTERLOCK, Inc.; Mr. Jerry
Malone of INTERLOCK's Governmental Services Division; and
Mr. Robert Jackson, a University of Tulsa sociology major.

Dr. Frederick Simpson, College of Education, University
of Tulsa, graciously conferred with the writer regarding the
discriminant function, which was the major statistical proced-
ure employed in this report.

Throughout the project's duration, my wife and family
provided uncomplaining support in many ways, often at the
expense of their own goal preferences. Professors Carl Frost,
Donald Olmsted, and Charles Press, who (with Dr. Duane Gibson)
comprise the writer's doctoral committee, were major sources
of support and encouragement through the writer's academic

career at Michigan State University.

iii

Other people assisted the writer in many direct and in-
direct ways in this study, but none of these, or those above,
are responsible for the study's deficiencies-—these are sole-

ly attributable to the writer.

iv

TITLE PAGE

COPYRIGHT.

CONTENTS

AUTHOR ' S PREFACE O O I O O O O O O O O O O I O O 0

LIST OF TABLES O I O O O O I O O O O O O O O O O 0

LIST OF ILLUSTRATIONS O O O O O O O O O O C O C 0

Chapter

I. INTRODUCTION. 0 O O O O O O O O O O O O 0

Need for the Study. . . . . . . . . . .
Limitations of the Study. . . . . . . .
The Nature of the Organization and Its
Basic Training Program. . . . . . . .
Orientation of the Study and Definition
of Terms. . . . . . . . . . . . . . .
Organization of The Study . . . . . . .

II. BACKGROUND FOR THE CONCEPTION OF THE STUDY.

Introduction. . . . . . . . . . . . . .
Complex Organizations and Goals . . . .
Role and Socialization Theory . . . . .
The Police Work Role . . . . . .

Assumptions and Hypotheses of the Study
Some Implications of Theory for Method.
Summary. . . . . . . . . . . . . . . .

III. METHODS AND PROCEDURES. . . . . . . . .

Introduction. . . . . . . . . .
Brief Chronology of the Project . . . .
Questionnaire Development . . . . . . .

Questionnaire Distribution and Preparation

for Data Processing . . . . . . . .
Selection of Statistical Procedures . .
Discriminant Analysis. . . . . . . .
Mean and Leik Scores . . . . . . . .

Page

ii
vii

ix

l9

19
21
30
36
43
45
46

48
48
49
53

66
7O

80

Chapter

IV.

THE RESEARCH SITE: THE MICHIGAN STATE

POLICE O I O O O O O O I O O O O O O O O O

V.

VI.

Introduction . . . . . . . . . . . . . .
A Brief History. . . . . . . . . . . . .
The Legal Mandate of the Department. . .
Organizational Structure . . . . . . . .
Structural Characteristics. . . . . .
Specialization . . . . . . . . . . .
District Organization . . . . . . . .
The Work of the Michigan State Police. .
The Department's Basic Training Program.
The Thirteen Week Curriculum. . . . .
The Correspondence Course. . . . . .
The Role Model Program. . . . . . . .
The Advanced Basic Training School. .
Summary. . . . . . . . . . . . . . . . .

FINDINGS AND ANALYSIS . . . . . . . . . . .

Introduction. . . . . . . . . . . . . .
Discriminant Analysis Findings . . . . .
An Analysis of Mean and Leik Curriculum
Element Emphasis Preference Scores. . .
Hypotheses Tested With Mean and Leik
Scores. . . . . . . . . . . . . . .
Additional Mean and Leik Findings . .
Response Set Indicator. . . . . . . . .
Summary. . . . . . . . . . . . . . . . .

SUMMARY AND CONCLUSIONS . . . . . . . . . .

IntrOduction. O O O O O O O O O O O O O
smnmary. C O O O O O O O O O O O O O O 0
Conclusions. . . . . . . . . . . . . . .

BIBLIOGRAPHY O O O O O O O O O O O O O O O O O O O

APPENDICES

vi

Page

. 82
. 83
. 84
. 86
. 86
. 87
. 94
. 94
. 97

.101
.102
.106
.108
.110

.110
.111

.125
.137
.140
.146
.147
.149
.149
.149
.154
.168

.A-l

Table

l.

11.

12.

13.

LIST OF TABLES

Distribution of Michigan State Police Sworn
Personnel by Rank, Bureau, and Numbers
Assigned to Headquarters and Districts. . . .

Distribution of Sworn Personnel by Major
Divisions and Units . . . . . . . . . . . . .

Distribution of Michigan State Police Sworn
Personnel by Rank . . . . . . . . . . . . . .

Analysis of Selected Activities by Manhours
for 1968 O I O O O O O O O O I O O O O O O 0

Analysis of Major Components of the Michigan
State Police Recruit School Curriculum by
Distribution of Hours . . . . . . . . . . . .

Curriculum Elements Significant at 0.05 and
Better 0 O O O I O O O O O I I C O O O O O 0

Means and Standard Deviations for the Twelve
Discriminating Curriculum Elements. . . . . .

Number of Respondents Correctly or Incorrectly
Classified Into Goal Groups . . . . . . . . .

Values of D2 and D at Each of Twelve Steps. . .

Means and Leik Scores for High Crime and High
Traffic Goal Preferring Officers and All
Respondents O O O O O O O C O O O I O O O O 0

Curriculum Elements Differentiating High Crime
and High Traffic Goal Officers by 0.75 or
Greater O O O O O O O O I O I O O O O I O O 0

Eleven Curriculum Elements Receiving Similar
Emphasis Preference Values by High Crime
and High Traffic Goal Respondents . . . . . .

Number of Sworn Officers Assigned to Each

District and Number and Percent of Usable
Responses by Rank and District . . . . . . .

vii

Page

87

89

91

97

99

112

115

118

120

125

140

144

Table

14.

15.

16.

17.

18.

19.
20.
21.
22.

23.

24.

25.

26.

27.

Distribution of Respondents by Unit to Which
Assigned Compared to Actual Number of
Sworn Personnel by Unit . . . . . . . . . .

Distribution of Respondents by Eight Length
of Service Categories . . . . . . . . . . . .

Distribution of All Sworn Personnel Contrasted
to Distribution of ReSpondents by Eight Age
Categories . . . . . . . . . . . . . . . . .

Crime Versus Traffic Goal Preferences: Numbers
and Percentages . . . . . . . . . . . . . .

Goal Preferences of All Respondents by
District: Numbers and Percentages . . . . .

Goal Preference by Rank of Respondent

Goal Preference by Assignment . . . . . . . . .

Goal Preference by Level of Education . . . . .

Goal Preference by Length of Service . . . . .

Goal Preferences of Post Commanders by Dis-
trict O O O O O I O O O I O O O O O O 0 O O 0

Respondents' Understanding of Purpose of
Questionnaire . . . . . . . . . . . . . . . .

Degree to Which Respondents Enjoyed Completing
the Questionnaire . . . . . . . . . . . . . .

Respondents' Estimate of Questionnaire Diffi-
culty O O O O O O O O O I O O O O O O O O O 0

Respondents' Evaluation of Individual Phases

of Trooper Basic Training and Program as a
WhOle I O O O O O O O O I O O O O O O O O O 0

viii

Page

LI ST OF ILLUSTRATIONS

Figure Page

1. Group Mean Distance At Step l . . . . . . . . . 122

2. Group Mean Distance At Step 12 . . . . . . . . 123

ix

Chapter I

INTRODUCTION

Some years ago, while working as a city policeman, the
writer became convinced that his fellow officers could be in-
formally classified into two groups of people, so far as their
working personalities were concerned. One group--by far the
largest in size--consisted of policemen who found criminal
investigation and law enforcement the most challenging segment
of their overall work role.

The other group seemed to consist of officers who found
the traffic investigation and law enforcement portion of the
work role more interesting. This was a much smaller group
whose members seemed more homogeneous in their attitude and
behaviors than the criminal work role preferring officers.1

Any classification scheme, of course, can be carried too
far. In fact, the writer recognized that all officers found

some aspects of both task categories (crime or traffic) moti-

vating. Similarly, not all officers within one work role group

 

1Briefly, traffic work role preferring officers seemed
more "bureaucratic" in their attitudes and behavior, in con-
trast to crime work role preferring officers who seemed, in
general, somewhat less bureaucratized. More will be said in
Chapter II about the apparent differences between these two
role categories. At this point, however, the writer emphasizes
that this grouping of officers into these two categories is
entirely subjective, being based on no "hard" data.

found all of its tasks equally interesting. Also, it seemed
likely that a few officers found both task categories equally
motivating. And, finally, some officers apparently found
neither of the two task categories very interesting, judging
by the amount and kind of attention they frequently received
from their supervisors.

While this rough sorting system was, no doubt, of limited
value, it, nevertheless, appeared to have some merit for ana-
lyzing officers' behaviors in a variety of situations; for
example, different patterns of officer-citizen interaction,
supervisor-subordinate relationships, officer-officer rela-
tions, etc.

The idea of sorting people in their work situations ac-
cording to their orientations toward their work role is, of
course, fairly commonplace in social science. Some of these
conceptions will be reviewed in the next chapter. Unfortun-
ately, very few social scientists have employed this notion
in empirical research. Moreover, there seems to be no reported
attempt to relate preferences for specific types of organiza-
tional activities to other aspects of one's perspectives of
organizational structures and processes.

When, in the spring of 1969, the writer was invited to
assist the Michigan State Police2 in evaluating their basic
training program, his earlier interest in the crime-traffic

goal preference phenomenon was renewed. Since MSP officers

 

2The abbreviation "MSP" will be used, generally, in this
study instead of the agency's full, formal designation.

perform (or are responsible for those who do perform) both
crime and traffic activities, this agency (unlike police de-
partments where separate crime and traffic divisions exist)
seemed to be an ideal setting for studying the crime-traffic
goal preference concept. It was particularly fortunate, in
terms of the writer's theoretical interest, that the MSP
training division staff was interested in determining the ex-
tent of agreement and disagreement regarding the various sub-
jects comprising the basic training curriculum since this
would provide an opportunity for investigating the hypothesis
that goal preferences are related to distinctive perspectives
on various organizational structures and processes.

Of all the organization structures and processes which
could be studieda, the curriculum of the entry-level sociali-
zation process was expected to be particularly sensitive to
goal preference. Since the foundation of the agency's formally
approved professional identity is established in its basic
training program, it would be reasonable to expect that, if
preferences for work categories do exist among officers, these
preferences (which are conceived in this study as goal prefer-
ences) should be related to preferences for the various aspects
of the basic training curriculum. In other words, employee
goal preference should be related to desired outcomes in the

professional identity formation process.

 

3Examples of other organizational structures and processes
which could have been profitably studied are: selection, per-
formance evaluation, assignment decision-making, communication
patterns, promotion.

This conviction grew as the writer conducted a series of
preliminary interviews with officers who were selected on a
semi-random basis throughout the state of Michigan. The crime-
traffic goal preference phenomenon appeared to exist among
these men as it had among the writer's fellow policemen some
years earlier. In particular, the different Opinions and at-
titudes regarding the appropriateness of some, if not all, of
the basic training subjects seemed, at least to a degree, re-
lated to preferences for either crime or traffic organization-
al goals.

The reader will have observed that organizational goals
are equated, in this study, with large categories of specific
work activities. There are certainly many ways of conceiving
organizational goals. Rather than detain the reader with an
analysis of these various theoretical approaches, the writer
will request that, at least for the present, the large cate-
gories of similar work activities be accepted as organization
goals but, of course, not all the goals an organization pur-
sues. The concern here is with operating goals, viewed as
clusters of major and minor activities and tasks.“

The assumption that categories of work activities com-
prise organizational goals avoids the problem of dealing with
personal goals pursued by employees in their work for an or-
ganization. One person may work because he wants his children

to attend college, another because he wants a secure old age,

 

“Later in this study a fuller statement regarding organi-
zational goals will be offered, as well as an analysis of MSP
Operating activities.

{lull ‘ll‘lil‘l‘lllil

 

and so on. This study does not examine these individual goals.
The goals referred to are derived from the organization's leg-
islative mandate and a key assumption is that individuals
(whatever their personal goals) will order these organizational
goals into a preference hierarchy.

This conception of goals also avoids the more abstract
issues of ultimate social organization goals; e.g., survival.
If survival is the ultimate organizational goal then, on this
level, the organization which was the site of the present study
is indistinguishable from most other social systems. Its basic
operating goals, however, can be seen as conducive of survival.
If the organization's personnel are ineffectively pursuing the
crime and traffic goals, then, presumably, it will be subject
to pressure (probably in the form of legislative inquiry) to
improve.

Olsen observes that ". . . sociologists often use the
phrase 'organizational goals'. . ." as a ". . . shorthand way
of saying 'goals shared and jointly sought by the members of
a social organization, which in turn become identified with
that organization.”5 The problem in this statement, the wri—
ter believes, is that it seems to imply that, whatever the
organizational goals are, organization members are similar in
their perspectives toward them. Actually, an object or idea
can be shared among people, while, at the same time, not nec-

essarily be equally valued among them. This is the case in

 

sMarvin E. Olsen, The Process of Social Organization
(New York: Holt, Rinehart and Winston, 1968): P. 25.

 

the type Of complex organization studied in this report.
Employees may pursue each of two Operating goals and, in this
sense, share them; but by no means do they necessarily value
them equally.

Thus, in the preliminary interviews previously referred
to, interviewees seemed tO indicate (mostly indirectly or
without conscious intention) that they preferred one Operating
goal; i.e., crime or traffic, over the other. Moreover, this
apparent preference seemed related to their assessment of the
basic training curriculum; crime goal preferring officers ap-
peared to desire different emphasis on certain curriculum ele-

ments than those who preferred traffic goals.6

Need for the Study

As an applied research enterprise, this study is a con-
tribution to training needs analysis, both in its theoretical
base and its methodology. Traditionally, the identification
Of training needs in large—scale organizations is a manage-
ment-initiated activity, Often delegated to a staff agency.
In this sense, management defines what the appropriate training
curriculum should be. The structure and content of a training

curriculum may, however, be viewed differently by various

 

6This working hypothesis (that goal preference was linked
to curriculum element preference) was developed from a highly
subjective process: semi-structured individual and group in-
terviews. It was never, in the interview phase, directly dis-
cussed with interviewees, although the writer discussed ltS
possible validity with training division personnel who agreed
it was probably founded in reality.

organization members depending, for example, on their rank
and position, education, assignment, and many other factors.
Among the more important of these moderating factors are the
goals of the organization. While it is true that survey re-
search methodology has been used in training needs analysis,
so far as the writer could determine, no literature exists
which reports attempts using data develOped from question—
naires to study goal preference effects on preferences for
emphasizing the various subjects in a training curriculum.

At the theoretical level, the study's main justification
lies in its attempt to examine empirically the effects of
goal preference on one aspect (the curriculum) of an impor—
tant social organization process, socialization. Again, so
far as the writer could determine, the theoretical treatment
Of organizational goals has been chiefly speculative rather
than empirical.

In view of the increasing bureaucratization of society7,
and particularly in View Of continuing conflict over means
and ends in the social order, the need for theoretical and
methodological contributions to the analysis of social organ-
ization goals and their impact on system functions and pro-

cesses has become increasingly important.

 

7Bowers, for example, Observes that "The self-employed
status segment Of the labor force has declined from 40 per
cent to 13 per cent since 1870, while the proportion that is
salaried had grown from 7 per cent to 31 per cent." Raymond
F. Bowers (ed.), "The Impact Of Technological Change on the
Careers of Managers and Professionals in Large Scale Organi-
zations", Studies on Behavior in Organizations: A Research
Symposium (Athens, Georgia: University of Georgia Press,
1962): PP. 211—12.

 

All social systems (no matter what their size, formal-
ness and complexity) are, so to speak, goal pursuing. Some
have relatively simple, concrete goal structures while others
have complex, abstract clusters of goals.

While most social organization theories take into ac-
count the importance Of goals, little is known about the
actual consequences of various goal phenomena for social sys-
tem functioning. How much goal dissensus, for example, can
be tolerated before a social system disintegrates? At what
point do goal maintenance structures and processes become '
self-defeating? TO what extent can social system goals be-
come internalized by individual members while, at the same
time, not stifling personal goal preference and initiative?

Answers cannot be provided for these questions in this
study; however, the study is addressed to an issue which is
closely related to these larger concerns. In terms of social
organization theory, this study is concerned with whether
goal preference structures exist among system members and, if
so, are goal preferences related to distinctive perspectives
on other social system structures and processes.

If a given social system has, one way or another, so com-
pletely socialized its members that (in cases where more than
one goal exists) they value each goal equally, the system has
no problems arising out of differences in goal preference.

This hive-like characteristic does not occur, of course,
in human society. NO matter what the form of social organi-

zation in which men find themselves, they do not value various

goals (to say nothing of means) equally.

Eventually, for example, political rhetoric shaping the
politics of consensus reduces to questions regarding differ—
ences among people in their preferences for national goals.
At the level of local community political affairs, referenda
fail wholly or partly because of varying preferences for
local government goals. In industrial social systems, goal
preference differences may be directly or indirectly involved
in tensions, for example, between line and staff, or produc-
tion and sales divisions.

Finally, institutions Of higher learning have recently
experienced some of the consequences Of goal preference pat-
terns. SO far as campus rebellion is based on an informed
position, it seems very much related to questions regarding
the appropriateness of university and college curricula.
Specifically, the clash seems to be based on differences in
preferences for social goals as, for example, when students
argue that the curricula of educational institutions are not
congenial to their particular social goal preferences but
favor the goals of the "establishment".

In a social order where socialization processes and
structures were operating at maximum effectiveness, this is-
sue Of goal preference would not be as important as it is in
a society where individualism is highly valued. The exist-
ence of goal preference differences is, to some extent, a con-
sequence Of a reluctance or inability to create highly effect-

ive social control institutions. In this sense, goal prefer-

10

ence is not a pathological condition but, rather, a product
of a variety of characteristics Of a relatively individual—
istic social order.

One could argue, for example, that goal preference oc-
curs because of faulty socialization. It is, however, becom-
ing more possible, at least theoretically, to reduce unex-
pected or undesired socialization results. Whether this will
ever be permitted is itself a question which is closely
related to differences in beliefs regarding the appropriate-
ness of social organization goals.

In any case, it is of considerable importance that, even
if we reject the pursuit of completely effective socializa-
tion techniques, the study of social organization should
include the means to analyze the consequences of differences
in goal preference and their effects throughout social system
structures and processes. If, for example, it became possible
to predict systemrwide attitudes (and even perhaps behavior)
from a device which would identify goal preference variations
among individuals comprising a given social system, this abil-
ity could be potentially useful for minimizing unnecessary
system disfunctioning.

SO far as the writer could determine, this particular
conceptualization of goals had not been reported in the lit-
erature.

Another area of justification for the study is socializa-
tion theory. Seen as preparation for effective role perform-

ance, a socialization curriculum consists Of a variety of

11

attitudes, behaviors, beliefs, skills and values which are
thought to be necessary for effective role performance. Ordi-
narily, social system custodians certify, out of their own
experiences and interpretation Of system needs, what forms and
intensity socialization structures and processes require. Of
these, the curriculum is important as a kind of blueprint for
building a working personality and identity. The expectation
is that the person to be socialized will acquire his identity
from the curriculum with little, if any, deviation from the
formally approved role configuration.

It is rather well known, however, that this rarely hap-
pens and, in fact, the actual products of any socialization
program may be quite different from the intended result.

Among the kinds of modifying influences which have been
studied to explain such discrepancies are socio-economic
status, personality differences, and differences in career
perspectives among "faculty", "students", and system managers.
Thus, for example, nurses become "care" or "cure" oriented;
welfare workers lean toward "service" or "procedure" work role
behavior styles; medical students emerge as "scientists",
"humanitarians", or "physicians"; and teachers identify with

"life adjustment" or "basic education" pedagogical ideologies.8

 

°These examples will be discussed more fully in the next
chapter. Still another example Of work-role conception in
dichotomous form was given the writer by an avid sports fan who
Observed that professional football coaches could be classified
into one of two types: "cheerleaders" (i.e., people who elicit
high performance by inculcating intense esprit de corps within
their teams) and "tacticians" (i.e., people who plan and exe-
cute games according to carefully thought out strategies).

 

12

While explanations for these different types of career
orientations have sometimes been expressed in psychological
terms, the literature Of organizational sociology and social
psychology has not, as yet, tried to relate these differences
to individual goal preferences. For this reason, this study
was undertaken as an exploration Of a neglected theoretical
and methodological area.

Besides these general, somewhat theoretical issue areas,
this study may also be of interest to those concerned with
the role Of the police in America. As will be discussed in
the next chapter, some observers feel that an objective analy-
sis of the police work role is needed before significant re-
forms can be made, not only in law enforcement, but throughout
the entire criminal justice system. Consequently, within the
past decade, a handful of articles and books have been pub-
lished regarding the work of the American police. This liter-
ature is generally Of a speculative nature, except for a few
recent works (to be discussed in the next chapter) which are
based on empirically developed data.

Although some writers have commented on the need to study
the consequences of assigning both criminal and traffic en-
forcement goals to the police, no empirical examination of
this issue has yet been reported in the literature. While the
present study is not directly concerned with evaluating the
administrative wisdom of this practice, it may be of value to
policy makers who are concerned about this tradition. Sim-

ilarly, those who are interested in evaluating and redesigning

13

police training programs may find the methodology employed
in this study suggestive of further refinements in police
training needs analysis techniques.

It is important to point out, however, that the crime—
traffic goal issue is not defined as significant by all po-
lice Observers and experts. For example, one well-known
police authority, who is a personal friend of the writer,
commented, after hearing a description of this project:

As a former police chief, I am not greatly concerned

with the issue of goal preference. The fact is that

police departments must perform both crime and traf—
fic duties, and my concern would be that I'd have
enough control over the organization to see that both
were performed equally well.

It may be because of this kind of feeling about the is-
sue, or because Of a feeling of resignation, that few, if any,
American police executives have challenged the crime-traffic
goal tradition--at least, their professional journals are
generally silent on the subject.

The data reported in this study do not provide a basis
for arguing that the police should or should not be required
to function in the traffic enforcement field. Research ad-
dressed tO that question would encompass a number of legal,
administrative, and social policy issues of which the present
study would comprise merely part of the needed analysis.

The results of this study do suggest, however, future areas

of inquiry for those who want to explore this issue more ful-

ly. The final chapter discusses some of these possibilities.

14

Limitations of the Study

 

The design Of this study can be most realistically des-
cribed as exploratory. Since it grew out of an applied re-
search undertaking in a large, dynamic public agency, some
Of its deficiencies were, from a practical point of view, un-
avoidable.

A number Of persons who were familiar with this study
Observed that, in addition to relying on respondents for their
self-reported goal preferences, corroborating external evi-
dence of goal preference should have been provided. This is,
of course, a sound observation. The problem is that the
writer could think of no external criterion which was readily
available and which, itself, was above question. Thus, a
main assumption in this study is that reported goal prefer-
ence is a valid indication of actual goal preference.9

Highly trained methodologists may take exception to the
use of discriminant analysis in this study; however, they will

Observe that major deficiencies in its application are dis-

cussed in the methodology chapter. Also, the distribution of

 

9The only evidence that this is so which the writer can
Offer is that, when the goal preference question was being
developed (see Chapter III, Methodology, p. 64 ) he asked a
number Of knowledgeable MSP informants if the question, as
framed, "made sense" in terms of the work role realities Of
the organization. In no case did the crime-traffic goal
dichotomy seem strange to these people. In addition, the
writer knows from personal experience that most policemen,
after a few months' patrol experience, eventually start sort-
ing out their own feelings about their work in terms of
major socially defined organizational goal categories, Of
which "crime" and "traffic" are probably the two most well
known and general groups.

15

the questionnaire which provided the study's data was not
completely satisfactory. NO formal controls over the condi-
tions under which it was completed in the field were attempted,
largely because of time and logistical reasons. And, while
the return rate of completed, usable questionnaires is fairly
high as survey research techniques go, several distinctive
non-respondent characteristics were observed. Appendix D has
been provided to permit readers to judge for themselves wheth-
er non-respondent characteristics are crucial.

No explanations for goal preferences are provided in
terms Of underlying personality configurations which might
have been analyzed by the use of sophisticated psychological
instruments. While the writer is interested in why some men
prefer crime goals while others prefer traffic goals, the
study was not designed to explain these differences in psy-
chological terms. Personal goals (i.e., as father, democrat,
liberal, etc.) are not explored in this study, although they
are probably importantly related to crime-traffic goal pre-
ferences.

Finally, no behavioral criteria were employed in this
study; thus, the issue Of whether Officers who prefer crime
goals act differently than those who prefer traffic goals is
not addressed. While this study's focus is on reported at-
titudes, the writer Offers suggestions in the final chapter

by which behavioral criteria may be developed.

16

The Nature of the Organization and

Its Basic TrainingyProgram

 

The Michigan State Police, at the time this study was
undertaken, employed approximately 1,700 police officers Of
all ranks who were assigned to 59 posts throughout the state.
All these men are prepared for their work role by an entry
socialization program which, today, requires a full year to
complete, and which has been developing for the 50 years of
the department's existence.

Despite the care taken to develop the basic training
program, many MSP supervisors and executives do not consider
it a finished product--perhaps because Of the dynamism of
contemporary society a socialization program as extensive as
that required by MSP is never really completed. Given the
size of the agency, its geographical dispersion, the extreme
social and political sensitivity of its work, the varying
background of its members, etc., it is not surprising that
MSP executives are interested in continually re-examining the
basic training program, particularly its curriculum, to in-
sure that it is suited to the realities of the trooper work
role. While the trOOper work role consists Of a variety of
tasks, many Of these (as will be discussed later) consist of
either crime or traffic goal categories which are not pursued
by officers specially selected and trained for one goal or the
other. Michigan State Police troopers are generalists who are

responsible for pursuing both goals.

l7

Orientation of the Study and Definition of Terms

In the sense that goals may be seen as structural varia-
bles, and that socialization may be defined as a process of
social organization, this study may be classified as sociolog-
ical in its orientation. Nevertheless, because Of its rele-
vance to social organization in general it will, perhaps,
interest political scientists, industrial psychologists, and
social scientists who are interested in possible relationships
among goals, social organizations, and the attitudes and be-
havior of people within those organizations, whether they be
factories, families, communes, voluntary organizations, or
police departments.

Since this study employs several terms rather distinct-

ively, it may be helpful to define them now:

Curriculum Elements: the basic training program con-
sists Of classroom work and some field experience in

a variety of subjects comprising the curriculum. Each
subject in the curriculum (or each subject which could
be included) is an element. Eighty-nine such elements
were developed for the questionnaire used in this study.

Goals: in this study, large groups Of Operating work
tasks are seen as comprising Operating organizational
goals. Thus, all tasks which stem from the criminal
law are aimed at attaining a "crime goal" while those
tasks stemming from traffic law are aimed at attaining
a "traffic goal".

Preferences: all members of the Michigan State Police
are assumed to prefer either the crime or traffic goal.
Similarly, given a list of curriculum elements, Offi-
cers will, it is assumed, prefer some more than others
and will reflect these preferences in terms of how lit-
tle or how much they would like to see each element
emphasized in basic training.

18

Organization of the Study

 

Chapter II reviews certain previous studies and litera-
ture which provide a background for the conception of the
study. Chapter III describes the methodology of the study,
including its statistical procedures, development, and exe-
cution. Chapter IV discusses the history of the Michigan
State Police, its organization and work role, and its basic
training program. The data are analyzed in Chapter V. In
Chapter VI, a summary of the findings is Offered, together

with conclusions and recommendations.

Chapter II

BACKGROUND FOR THE CONCEPTION OF THE STUDY

Introduction

 

The primary purpose of this chapter is to review theory
which guided the formulation Of the study's hypotheses and
the selection Of its methodology.

Since the study is exploratory (both in terms of theory
and method), a highly formalized hypothesis system was not
developed. In the absence Of previous empirical research in-
to the influence of goal preferences on other organizational
structures and processes, this study necessarily must test
the basic hypothesis that such a relationship exists, at least
in terms Of attitudinal relationships. Proof that goal pre-
ference influences the behavior of social system members will
not be Offered here. If any systematic goal relationships
are found, it should not be construed that these will neces-
sarily influence behavior. Homans' observation that group
members are ". . . more Often alike in the norms they hold

than in their overt behavior"1

applies particularly well to
this study's respondents whose actions are subject to regula-
tion by a military-like organization control structure. On

the other hand, there is no evidence that goal preference will

 

1George Homans, The Human Group, (New York: Harcourt and
Brace, 1950), p. 124.

 

19

20

not, even if only unconsciously, influence some, if not all,
member behavior. Since this may be possible, the study's
greatest justification is as an effort to foretell how goal
preference may be related to a particularly crucial organiza-
tional matter--the curriculum used to prepare recruit members
for effective work role performance.

The absence Of highly developed hypotheses is mainly
attributable to the type of organization selected for this
study, the kind Hughes referred to when he contrasted the
relative ease of conducting a sociological study in an indus-
trial setting with the difficulty Of studying institutions
". . . where things are done to and for people."2

The working hypotheses which were developed to focus the
study arose from a number of issues implicit in the litera-
ture of complex organizations, some Of which is reviewed be—
low. These issues include:

1. Do members of a complex organization prefer all

goals equally well, or is there a goal prefer-
ence structure?

2. If a goal preference structure does exist, how

will the preferences be quantitatively dis-
tributed?

3. Can these preferences affect other parts Of the

structure? If so, what will the consequences
Of this relationship be, in terms of attitudi-
nal patterns? "m

Four areas of social science theory were particularly

important in this study's develOpment: (1) complex organiza-

 

2Everett C. Hughes, Men and Their Work, (Glencoe: The
Free Press, 1958). P. 76.

 

21

tions, (2) goals, (3) roles, and (4) socialization. In addi-
tion, it will be helpful to review briefly recent literature
dealing with the police work role, since this is the context

in which hypotheses were develOped.

Complex Organizations and Goals

 

If organizational theory had stopped evolving in the
early 1900's, the basic issue with which this study is con-
cerned, the variability of goal preference and its possible
impact throughout a social system, would probably never be
recognized. One characteristic of organizational theory which
dominated the late 19th and early 20th centuries was that
social system goals were beyond question, or at least rarely
questioned. Social system prOprietors were, so early theory
went, its sole goal architects and custodians and goals were
not properly subject to subordinates' preferences.

Supporters of the rational organizational model theory,

as Gouldnera

terms it, saw the organization as a deliberately
conceived goal attaining instrument in which all member behav-
ior predictably led to carefully articulated formal goals;

only ignorance or error accounted for goal deviation and these

could be minimized by well planned control structures. The

test Of the organization's rationality, therefore, was whether

 

3For a more complete contrast between rational and natur-
al system organizational theories, see Alvin Gouldner, "Organ-
izational Analysis", in Robert K. Merton, (ed.), et. al.,
Sociology Today, VOl. II, (New York: Harper Torchbooks, 1965),
pp. 400-428.

 

22

it attained its goals, that is, whether its control structures
effectively channeled members' behavior to achieve its char-
tered objectives.

In time, a competing theory evolved which de-emphasized
the rational element and focused on the organization as a
natural system in which, while formal goals undeniably exist,
several sources of tension threaten goal attainment: (l) the
maintenance Of the system itself becomes an overriding goal,
displacing or subordinating chartered primary goals in the
process; (2) the goals Of informal groups within the formal
structure compete with chartered goals; (3) the personal goals
of individual members direct their energies away from char-
tered goals. Natural system theory, then, did not accept
goals as "given". They were conceived as being in a state of
constant tension, creating the need for the develOpment of
equilibrating structures and processes which deflected the
system's resources away from goal attainment.

Another way Of distinguishing between the two theoreti-
cal orientations is tO say that rational system theory empha-
sized the structures which hold social systems together while
natural system theory concentrated On forces which tend to
tear it apart.

Neither VieWpOint by itself provides a fully developed
statement Of organizational theory. In terms of many kinds
of economically oriented enterprises, and perhaps for mili—
tary organizations, the rational theory model is useful for

hypothesis development, testing, and analysis. However, for

23

purposes Of studying public bureaucracies, where the economic
factor is a relatively weak employee motivating force, natur-
al system theory appears more promising. For one reason,
economic incentives themselves provide an important (but not
all important) source of employee orientation. Few automo-
bile assembly-line workers, for example, are probably moti-
vated directly by the formal goal complex of the organizations
employing them. The immediately compelling motivation is

remuneration.

In public organizations, however, other motivating ele-
ments must be found since, no matter how individual product-
ivity may vary, remuneration tends to be equal within employee
job classification categories. In such a setting, the signif-
icance Of social norms and values as motivational elements is
no doubt greater than it might be in private bureaucracies.

Normative involvement tends to characterize natural sys-
tem theory rather than remunerative involvement. This aspect
of natural system theory is, no doubt, a form of protest
against the rational theory assumption that men would respond
better to economic than ideological stimuli. In the calculus
Of rational theory this was quite logical; certainly, as
Etzioni points out, there are organizational forms in which
remunerative involvement is nearly exclusively the motivating

force.“

 

I’Etzioni proposes a scheme for classifying organizations
according to three kinds of member involvement: alienative,
calculative, moral. Calculative involvement characterizes
business organizations; alienative involvement is found among
prisoners, slaves, etc.; while moral involvement is found in
religious institutions, educational institutions, etc. Amitai
Etzioni, A Comparative Analysis of Complex Organizations,

(New York: The Free Press, 1961), pp. 8-10.

24

One of the defects of rational theory was that it could
not account for non—remunerative motivation or dismissed it
as irrelevant, or, most limiting, ignored it altogether.

In the present study, conceived in the natural system
tradition, organizational goals are seen as an important,
non-remunerative, organizational force. Every organization
has at least one goal and, thus, to create "A good organiza-
tional theory. . ." researchers must ". . . account for the
relationships Of attitudes, values, and goals to the members'
decisions and performance in the organization."5

Organizational goals, however, are not seen, in natural
system theory, as concrete objectives; rather, "A 'bureau-
cracy' can be said to have ends only in a metaphorical sense."
Their "real" meaning comes about as the researcher can
". . . specify the ends of different people, or the typical
ends Of different strata within the organization."6 That the
goals of bureaucracy may vary or "are not necessarily identi-
cal Or salient for all personnel, and may in fact be contra-
dictory. . ." is not, as Gouldner says, ". . . a conclusion
which will . . . startle students of industry. . ." but goal
variance is, nevertheless, neglected by "some students of

administration."7

 

sCarroll L. Shartle, et al, "An Approach to Dimensions
of Value", Journal of Psychology, LVII (1964), 102.

 

6Alvin W. Gouldner, Patterns of Industrial Bureaucracy,
(New York: The Free Press of Glencoe, 1964), p. 21.

 

7Gouldner, 22: cit., p. 21.

25

That so fundamental a force should be often overlooked
in organizational research is difficult to explain. Perrow
offers two possible causes of this neglect; first, most goals
are taken for granted, that is, they are not seen as problem
areas; second, there is an inadequate terminology for dealing
with goals.8

Regarding the first point, taking goals for granted,
this is a defect not limited to social scientists. Selznick
suggests that one Of the crucial failures Of leadership oc-
curs when it cannot "infuse the organization at many levels"
with institutional purpose, or goals.9 Leadership's chal-
lenge, in such a case, is more than merely clarifying goals.
Goals must be expressed in a way which will least expose them
to ". . . the pressure that will arise from within the agency"
to redefine them in terms of secondary institutional needs.10
As Hughes pointed out, as an occupation is professionalized,
tension between occupational goals and the self-maintenance
needs Of the social system "housing" the occupation Often dev-
elops; means and ends may be rearranged so that medical goals,

for example, may be subordinated to patient data collection

and processing goals.11

 

aCharles Perrow, "The Analysis of Goals in Complex Organ-
izations", American Sociological Review, XXVI (1961), pp. 854-
56.

 

9Philip Selznick, Leadership in Administration, (New
York: Harper and Row, Publishers, 1957), p.26.

 

1°Selznick, 92. cit., p. 71.

11Everett E. Hughes, "Studying the Nurse's Work", American
Journal of Nursing, LI (1951): P. 294.

 

26

The study Of goals, like their pursuit, is made diffi—
cult by the inability of men to identify what an organiza-
tion's goals really are. Goals which are expressed in
organizational charters may, at first sight, seem most Offi-
cial, but for empirical purposes they are often useless since
they are too vague and do not express either unofficial or
operating goals. Perrow suggests employing "Operative goals"
in research: ". . . the ends sought through the actual Oper—
ating policies of the organization. . ." These goals
". . . tell us what the organization is actually trying to do,
regardless of what the official goals say are the aims."12
Similarly, Grusky defined goals as ". . . the general Objec-
tives or tasks that are pertinent to the functioning of the
organization".13

By factoring goals in terms of operating activities,
rather than abstract social objectives, a police organization
can be distinguished from a fire department whereas in their
broadest social charter terms both pursue the goal, "protect—
ing life and property".

Most organizations do not have a single goal; even if it
were possible to conceive of single-goal organizations, that
single goal would eventually become factored into subgoals

which would be ". . . allocated to organizational units and

become the goals of these units". In this way, individuals

 

12Perrow, gp. cit., pp. 854-855.

13Oscar Grusky, "Treatment Goals and Organizational Be-
havior: A Study of an Experimental Prison Camp", unpublished
doctoral dissertation, (University of Michigan, 1957), p. 4.

27

in the various units could appraise the success of their ef-
forts in terms, not Of a single, probably vaguely expressed
goal, but ". . . in terms of the particular subgoal allocated
to their unit. . ."1“
The implication here is that organization members will

pursue subgoals in ways which will rationally lead to the

fulfillment Of the primary goal.

Recent social science research indicates, however, that
member-goal relationships are not necessarily objective in
terms of the organization. Rather, these relationships are
strongly influenced by non-rational (at least in terms of the
organization's needs) forces, including psychological and
sociological phenomena which may be related to personality
configurations, status aspirations, hierarchial location, etc.
For these reasons, Kaufman cautioned that neither a researcher
studying an organization, nor an administrator, ". . . deter-
mined tO achieve certain goals, should assume that what is
decided at the top is the same as what is done at the bottom
of the organization".15

One Of the most well substantiated social science findings

is that ". . . groups tend to form strong norms only about the

areas of greatest importance and relevance to them. . ."15

 

1|'Victor Thompson, Modern Organization, (New York: Alfred

 

15Herbert Kaufman, The Forest Ranger: A Study in Admin-
istrative Behavior, (Baltimore: The JohnCHopkin‘s Press, I960),
p. vi.

 

16Abraham K. Korman, "Selective Perception Among First-
Line Supervisors", Personnel Administration, XXVI (September-
October, 1963), 32.

 

28

This phenomenon, arising from selective perception, suggests
that, in an organization with more than one Operating goal,
some members will (for one or more of many reasons) prefer
one goal over another, or all others.

Researchers who propose typologies of employee conduct
or perspectives ordinarily do not trace these typologies back
to selective goal perception but, nevertheless, goal prefer-
ence is closely related. Examples of these typologies are:
Habenstein and Christ's study of nursing perspectives,17
Meyer's analysis Of nursing work role value types,18 Francis
and Stone‘s description of the service versus procedure
orientations of a group of welfare workers.19 While these
work role typologies are conceived as contrasts in occupa—
tional orientation, they may also be seen as contrasts in
organizational goal orientation. Where, for example, a wel-
fare worker might prefer a payment eligibility-establishing
goal for his organization, he would express his goal prefer-
ence in procedure oriented work-role behavior. If, however,
he prefers a rehabilitation-social adjustment organizational
goal, he would tend to behave in a way which would be more

correctly defined as service oriented.

 

17Robert W. Habenstein and Edwin A. Christ, Professional-
izer,_Traditionalizery and Utilizer, (Columbia, Missouri:
University of Missouri, 1963).

 

 

laGenevieve Meyer, Tenderness and Technique: Nursing
Values in Transition, (Los Angeles, California: University of
CalifOrnia Press,71960).

 

 

19Roy Francis and Robert Stone, Service and Procedure in
Bureaucracy: A Case Study, (Minneapolis, Minnesota: The
UniVersity of Minnesota Press, 1956).

 

U.

Wu

3'

at

1‘!

29

In this way, work-role and organizational goal are
closely related, the former being derived from the latter.

While rational model theorists assumed that organiza-
tional members were, for the most part, goal compliant, the
natural theory model school argued that, to the contrary,
industrial man evidenced latitudes of goal preference. More-
over, the organization may not necessarily be jeopardized by
its members' differential goal preference. Kornhauser, for
example, suggests that complex organizations require a vari-
ety of career orientations.2°

When organizations must pursue a number Of goals, system
survival may depend on not over-specifying work role struc-

21 Highly specified work roles will be found in organ-

tures.
izations where goals are few and appear in concrete forms.
In such a situation, employees enjoy a narrow range of behav-
ioral options. But few organizations are so constructed and
a fundamental dilemma is that, while organizations require
". . . stability, reliability, dependability, predictabil-

ity. . ." from their members, they also need, . . . given our

current rate of technological and social change. . . a rather

dissimilar ". . . behavior pattern . . . typified by such

 

“William Kornhauser. WW. (Berkeley.
California: University of California Press, 1962): p. 112.

21Selznick, op, cit., p. 66, points out that one advant-
age of vaguely defined organizational goals is that this may
Permit re-casting the organization into a new form when unan-
ticipated problems arise.

30

terms as flexibility and adaptability."22

On the one hand, the organization must insure a reliable
level of role performance without, at the same time, circum-
scribing behavior so narrowly that adaptive response to unus-
ual situations is hindered. One of the processes for insuring
reliable role behavior is socialization, to which novices
normally are subjected at the beginning of their occupational

or organizational careers.

Role and Socialization Theory
Complex organizations, like other institutions, may be
seen as collections of roles, a particularly ". . . fruitful
[View] because it links a somewhat more easily observable
phenomenon, social behavior, to an important, but less easily
observable abstraction, social structure."23 In this study,

socialization is defined as learning a role. A role is un-

 

22Robert L. Kahn, et. al., Organizational Stress: Studies
in Role Conflict and Ambiguity, (New York: John Wiley and
Sons, 1964), p. 178. Palumbo reported that, in several public
bureaucracies, highly specified work roles were accompanied by
greater centralization, more specialization, "less participa-
tory styles of management, lower morale, and less professional-
ism" than agencies with less specified role behavior. Also:
"In general, the performance of these departments is poorer in
that their productivity is lower, they have less innovation,
high per-unit costs, and narrower scope of programs", Dennis
J. Palumbo, "Power and Role Specificity in Organization Theory"
Egblic Administration Review, XIX (1969), 242.

23William J. Goode, "A Theory of Role Strain", American
§Qciologica1 Review, XXV (1960), 489.

31

derstood, not merely as a set of specified behaviors ". . . as-
sociated with a defined position in a social system"2“ but also
as a "Program (as that word is understood in computer technol-
OQY) for determining the courses of action to be taken over the
range of circumstances that arise."25

Role is a derivative, not only Of formal organization
goals, but also of the personal goals of members. Again, this
duality of goal structures which is incorporated into every
organizational role is regarded as a basic source of tension
in contemporary theory. Likert concludes that the employee's
view of the relevance of the organization must be congruent
with his View of his own relevance, thus ". . . the mission of
the organization [must] be seen by its members as genuinely im-
portant."26

To produce at least a minimal level of reliable role
behavior (i.e., to insure that employee response to stimuli
in the work environment does not subvert goals) the process
Of socialization is intended to inculcate ". . . approved
ideals, attitudes, and behavior, all calculated to enhance

"27

the organization's competitive chances. For this study's

purposes, socialization is taken as a process intended to

 

2"Selznick, 9p, cit., p. 82.

25Herbert A. Simon, "On the Concept of Organizational
Goal", Administrative Science Quarterly, IX (1964), 13.

26Rensis Likert, New Patterns of Management,(New York:

27Robert Presthus, The Organizational Society: An
Agalysis and a Theory, (New York: The Random House, 1962),

p. 2.

32

indoctrinate . . . new members with appropriate goal struc-
tures. . ."23
As a field of social science theory, "occupational soc-
ialization appears not to have excited scholarly concern."29
Typically, socialization theory has evolved in reference to
children; thus, "although the last decade has been a period
of gathering interest in professional socialization, few
guidelines [to its study] exist in the literature as yet."30
Research in occupational socialization may be character-
ized as process-oriented, the theoretical focus being on
change undergone by the novice as he moves through the phases
of studenthood. Examples of recent concerns with occupation-
al socialization include the psychosocial phenomena produced

by a military basic training program,31 the effectiveness of

law school in self-concept formation,32 how preferences for a

 

2"Anthony Downs, Inside Bureaucracy, (Boston, Massachu-
setts: Little, Brown and Company, 1967), p. 234.

 

29Wilbert E. Moore, "Occupational Socialization", in
David A. Goslin, (ed.). Handbook of Socialization Theory and
Research, (Chicago, Illinois: Rand McNally, 1969), p. 861.

 

3°Rue Bucher, "The Psychiatric Residency and Profession-
al Socialization", Journal of Health and Human Behavior, VI
(1965), 197.

 

.31Peter G. Bourne, "Some Observations on the Psychosocial
Phenomena Seen in Basic Training", Psychiatry, XXX (1967),
187—96. Four phenomena are identified which, Bourne concludes
are: ". . . probably not specific" to military training: the
periods of (1) environmental shock, (2) engagement, (3) at-
tainment, (4) termination.

 

32Dan C. Lortie, "Laymen to Lawmen: Law School, Careers,
and Professional Socialization", Harvard Educational Review,
XXIX (1959), 363-67.

33

particular branch of service develop among West Point cadets,33
structures and processes instrumental in acquiring the nurse
work role,3“ the three "simultaneous levels of being and be-

5 anxiety regarding professional competence.36

coming" a nurse,3
In none of these reports (nor any of the others reviewed
for this project) was the content of the socialization curri-
culum used as a dependent or independent variable. If one
views the cluster of attitudes, behaviors, beliefs, skills,
and values which comprise a professional curriculum as the
template for the emergent occupational identity, the lack of
interest in possible stresses on the curriculum is difficult
to explain, particularly since identity transformation inter—
ests so many students of socialization. If, in other words,

one's research objective in studying socialization is greater

understanding regarding how the initiate is infused with the

 

33John P. Lovell, "The Professional Socialization of the
West P01nt Cadet", in Morris Janowitz, (ed.), The New Mili-

tary, (New York: John Wiley and Sons, 1967), pp. 119-57.

 

3“Hans O. Mauksch, "Becoming a Nurse: A Selective View",
The Annals of the American Academy of Political and Social
Sc1ence, CCCXLVI (1963), 88-98.

. asVirginia L. Olesen and Elvi K. Whittaker, The Silent
Dialogue: A Study in the Social Psychology of Professional

Socialization, (San Francisco California: Josse -Bass Inc
Publishers, 1968). ’ y I I

 

36Myron R. Sharaff and Daniel J. Levinson, "The Quest
for Omnipotence.1n Professional Training: The Case of the
Psychiatric ReSLdent", Psychiatry, XXVII (1964), 135-49.

34

37

core occupational act, it would seem reasonable that a pro-

ductive area of inquiry would be to examine curriculum
stresses. Moreover, since socializers (or educators, or
trainers) intervene between the novice and the curriculum, it
seems likely that they might, one way or another, tint the
curriculum with the color of their goal preferences.

Reissman, 3E. al., did not directly study the effects of
goal preference on a curriculum, but they were concerned with
the influence of medical educators' goals on student learning
motivation: "Some educators stress science, some profession-
al identity, and some the welfare of the patient."38 The
attitudes of medical students toward a career-style were thus
partly shaped by role models whose own occupational identities
were nucleated about preferred professional goals.

Brim and Wheeler approached the issue of goal, role, and
socialization relationships in a recent essay, concluding,
"evaluation [of socialization effectiveness] must be geared to

the organization's goals. . ."39

 

37"The first task of socialization into a profession is
. . . to transform the persons' lay conceptions about the oc-
cupation into the technical orientations of the insider."
Thus: "When professional values are fully internalized the
profession has become a generalized other." Ida Harper Simp-
son, "Patterns of Socialization into the Professions: The
Case of Student Nurses", Sociological Inquiry, XXXVII (1967),
45 and 52, respectively.

 

38Leonard Reissman, 23' al., "The Motivation and Social-
ization of Medical Students", Journal of Health and Human
Behavior, I (1960), 175.

39Orville Brim, Jr., and Stanton Wheeler, Socialization
After Childhood, (New York: John Wiley and Sons, Inc.,
1966).

 

35

Bucher, emphasizing the acquisition of the "core act"
of psychiatry through role models, recognized the effects of
varying self-conceptions of the role models:

Depending on their segmental identifications, social-

izers may differ in the kinds of raw materials they

look for in recruits, the perspectives on work they

wish to impart, and the kinds of experience they deem

critical for learning, as well as what they consider

worth learning.“°

Still another source of conflicts regarding socializa-
tion outcomes occurs when the social structure in which the
occupational act is executed competes, so to speak, with pro-
fessional self concept. Corwin reported that nursing students
were subject to "cross-pressure between school and hospital. .
." resulting in strain between the "professional ideals
stressed in school" and "the bureaucratic principles which
Operate the hospital.“1

It is rather well known, and sometimes lamented, that
socialization processes and structures are imperfect, despite
the allegation that ". . . current sociological theory over-
stresses the stability and integration of society. . ."“2
Other theorists conceive of bureaucratic man as functioning,

not within narrow behavioral frameworks, but within larger,

organizationally sanctioned regions. Downs, for example,

 

I"’Bucher, 9p. cit., p. 198.

“lRonald Corwin, "The Professional Employee: A Study of
Conflict in Nursing Roles", American Journal of Sociology,
LXVI (1961), 605.

“2Dennis Wrong, "The Oversocialized Conception of Man in
Western Society", American Sociological Review, XXVI (1961),
193.

 

36

suggests that organizational members are relatively free to
decide, generally, how deeply they will commit themselves to
goals; in fact, they are sufficiently free to decide which of
several goals to pursue. Indeed, in this theory of bureau-
cratic behavior, organizational members will work most assid-
uously to achieve those goals which are most congruent with
their personal goals. Therefore, much of their behavior,
their style of self-presentation, their interpretation and
verbalization of organizational reality, is conditioned by
goal preferences."3
This is not to say that men in organizations will exer-
cise personal operating goal preference to the degree that
complete organizational collapse necessarily follows. The
writer suggests that, however, goal preferences do exist and
are found throughout the organization's structure and pro-
cesses. To test whether this is so, the writer has selected
a state police organization in which two types of Operating
goals can be identified, and which are distinctive enough to

be perceived as two rather different facets of a work role,

that of police officer.H

The Police Work Role
Davis remarked, in connection with a study Of the Officer

Naval Corps, that it built ". . . its routine on the abnormal,

 

"aDowns, pp. cit., p. 76.

""The discussion which follows will be enlarged in Chap-
ter IV, The Research Site: The Michigan State Police.

37

its expectations on the unexpected.""5

Similarly, the police
work role, as contemporarily structured, is predicated on
deviance; none of its elements, or very few of them, arise
out of the normal conduct of men and women.

But since non-normality dominates the configuration of
the work role, it is, by necessity, varied. A good, brief
summary is provided by Bain:

Most police work is not catching criminals or deter-

ring peOple from crime. It is regulation, direction,

information, interpretation, advice, and non-technical
work.

A more quantitative description of the police work role
(as it exists in a West Coast city) was provided by Webster.“7
Over 100 separate types of work role elements were identified.
These were classified into six distinguishable categories:
crimes againstapersOns, crimes against properry, traffic,
on-view (a term denoting events which became official cases

on the initiative of Officers themselves), social services,

 

and administration. The first three categories accounted for
approximately 24 per cent, on the average, of an officer's
time; 40 percent was consumed by the administration category,

while on-view accounted for 20 per cent and social service for

17 per cent.

 

I'Arthur K. Davis, "Bureaucratic Patterns in the Navy
Officer Corps", Social Forces, XXVII (1948), 145.

I"iRead Bain, "Policemen and Children", Sociology and
Social Research, XXXIII (1949), 420.

 

'“UOhn A. webster, "Police Task and Time Study", unpub-

lished doctoral dissertation, (University of California,
1969).

38

Peabody approached an analysis of the importance of
police goals differently, asking Officers in another west
coast police department to specify what the department's most
important goals were. The three most highly endorsed goals
were: (1) "patrolling, crime prevention, protection of life
and property", (2) "enforcement of the law, preservation of
the peace, law and order", (3) "traffic control, accident
prevention, and accident investigation".“°

To determine how four police activity categories (grimif

nal apprehension, crime prevention, traffic, and public ser-

 

yiga) rank in terms of officer preferences, Olson asked
municipal police officers in a Michigan city to rate each of
16 specific police tasks on a five-point, Likert-type scale
("like very much" to "dislike very much"). Each category was
represented by four specific activity items. The criminal
apprehension items were the most liked of the 16 tasks while
the four traffic items grouped closely together as the third

lowest liked category."9

 

HRobert L. Peabody, Organizational Authority; Super-
ior--Subordinate Relationships in Three Public Service Organ-
izatiOns, (New York: Atherton Press, 1964), p. 57.

I”Bruce Olson, "An Exploratory Study of Police Task
Preferences", Personnel Journal, XLIX (1970). Reiss reports
that many police Officers in a sample he studied would
". . . eliminate most non-police services such as school
crossing, hospital or sick calls, and others such as animal
calls. A minority Of 10 per cent would eliminate traffic
control. . ." Albert J. Reiss, Jr., "Career Orientations,
Job Satisfaction, the Assessment of Law Enforcement Problems
by Police Officers", (Ann Arbor, Michigan: University of
Michigan, May, 1967), processed.

 

39

It is not necessary, for this study's purposes, to ex-
pand beyond two points with regard to the police work role.
First, probably most cities and many state-wide police organ—
izations embrace a number of activities which can be classi—
fied under one of two operating goal categories: (1) criminal
law enforcement and investigation, and (2) traffic law en-
forcement and investigation. Second, no doubt some officers
prefer one goal or the other.

By distinguishing between these two goals, it will be
possible to formulate several working hypotheses regarding
their possible effects on the curriculum of the Michigan State
Police basic training program.

Perhaps the quickest way to sense differences in the two
goals is to read statutes authorizing them. The most striking
contrast is that most traffic laws are more specifically
phrased than most criminal laws. Motorists and officers can
ascertain the exact miles-per-hour which must be exceeded be-
fore a traffic ticket can be issued, for example, but what
decibel level must be exceeded before participants in a noisy
party can be arrested for disturbing the peace? Related to
this is the precision with which traffic goal success can be
measured, in contrast to measuring crime goal effectiveness.
An upwardly mobile Chief of Police can prepare a more concrete,
hence attractive yipa using traffic goal success data than he
can using crime data. Similarly, a lower ranking Officer can
demonstrate his effectiveness to a supervisor more "factually"

with traffic data than he can with crime data.

40

One must also be able to tolerate greater role ambiguity
if he prefers the criminal goal. Uncertainty regarding when
to arrest, or whether a certain class of Offenses can be en-
forced, is much more likely in the crime goal field. A "Sam-
aritan" impulse can be gratified somewhat more easily in
criminal law enforcement, while, on the other hand, an "aven-
ger" impulse may be more frequently, if not more intensely,
gratified in traffic law enforcement.

Successful crime goal achievement probably requires
higher interpersonal competence than successful traffic goal
achievement. In a related way, an ability to exploit the
organization's resources and to cooperate with others in the
organization would appear to be more essential in criminal
law enforcement, since effective crime goal performance re-
quires more interdependence than traffic goal performance
which needs few, if any, resources from others.

Greater judicial oversight attends the criminal goal;
none of the contemporary "landmark" court cases appears to
have involved traffic law enforcement. One reason, of course,
is that there is a greater potential for serious injustice in
the criminal goal field. Related to this is the greater like-
lihood for role behavior failure5° in criminal law enforce-
ment, whereas the potential for technical skill failure may be

about equal in the two goal fields. The higher role behavior

 

5°Mauksch, pp, cit., p. 90, observed that role behavior
failures in nurSing’"T_I . are more severely censured than
technical mistakes. . . [since they reflect on the] . . . nurs-
ing community rather than on the individual)‘

41

failure potential may be, for some people, unconsciously
threatening. By cultivating a traffic goal preference, one
may minimize his concern about interpersonal deficiencies
since these seem to be less necessary for effective perform-
ance.

Finally, the criminal goal is closer to the normative
framework of the social order; few citizens believe they
have broken a "real" law if they are cited for a traffic vio-
lation. The decision to arrest (or cite) for a traffic of-
fense, therefore, does not involve affect as much as a de-
cision to arrest for a criminal offense. Moreover, the
traffic arrest act is a brief episode, generally terminated
by the act of arrest itself. The crime arrest may repeatedly
bring Officer and arrestee face-to-face before a prosecutor's
or judge's decision ends the episode. Thus, for those who
seek short-term closure in role performance, the traffic goal
may be more appealing.

None of this is intended to deprecate traffic goal pre-
ference. Indeed, the analysis may raise the question "how
does the traffic goal persist if, in fact, it is so unmotivat-
ing and lusterless?" Ironically, it is the narrowness, con-
creteness, and predictability of traffic goal work elements
(or what might, in Weberian terms, be called their rational
character) which invest it for some officers with high value
in a bureaucratic context. Thus, its quality of measurability
makes it a convenient (and often dramatic) work unit at budget

time. Similarly, it is also a useful goal where agency effect-

42

iveness is concerned}1 No nationally publicized reward sys-
tem exists for successful crime goal achievement, whereas
several national associations confer various trophies, plaques,
medals, etc., on cities each year, commending them, for
example, "for the lowest pedestrian-injury rate in the 25,000
population class". In fact, the folk wisdom of the police
subculture claims that the most certain route to a position as
Chief Of Police is an outstanding traffic enforcement record.

It is important to stress that probably most policemen
accept (or at least have learned to accommodate) the traffic
goal in their role. But for the majority of them, it probably
cannot provide the degree of job satisfaction that is offered
by the crime goal.

In brief, the writer believes that the main distinction
between crime and traffic goals is that the former contains,
in contrast to the latter, more of the properties found in pro—
fessional work roles, e.g., broader behavioral Options (or

discretion in decision—making), a greater need for interper-

 

51The Foreword of the 1967 MSP Annual Report summarizes
in approximately 500 words, seven major achievements of the
agency. The first three cited achievements are in the traf-
fic goal category; the last is also related to traffic:
"Other significances of the year . . . included an increase
in authorized enlisted strength and a decrease in the state
traffic death toll". (p. 6) One achievement was related to
the crime goal ". . . obtaining . . . a sound spectrograph
for voice identification, the first police agency in the na-
tion to do so." Another achievement embraces both the traf-
fic and crime goals: ". . . the start of Operations for the
Michigan Law Enforcement Information Network . . ." The
seventh achievement related neither to crime nor traffic,
but to the Department's Civil Defense responsibilities.

‘

43

sonal competence, (thus a greater need for social science
expertise), less routinized problem-identifying and problem-
solving strategies. On the other hand, the activities which
comprise the traffic goal constitute, so far as skill level
for their execution is concerned, something more akin to a

craft than a profession.

Assumptions and Hypotheses of The Study

 

This analysis of crime and traffic goal differences sug-
gests several hypotheses which can be used to explore differ-
ences, if any, in the perspectives of persons who prefer one
goal over the other. Before specifying these hypotheses, cer-
tain assumptions regarding the two operating goals and the
basic training curriculum will be discussed.

The first assumption is that the two goals exist and
represent two operationally distinct categories, and that lit-
tle work role overlap occurs between them?2 Thus, it should
be possible for most respondents to concede that they prefer
one over the other and that their preference is not divided
between the two goals.

The curriculum elements which will be used to inspect
goal preference consequences consist, as will be explained in
Chapter III, of 89 subjects. The second assumption is that

not all these will be "goal sensitive" but, on the other hand,

 

52In the Michigan State Police, as in many other state
and local police agencies, police officers are responsible for
tasks comprising the crime goal as well as those comprising
the traffic goal; thus, their work role is not specialized by
goal.

44

some curriculum elements which have not been anticipated in
the hypotheses may be unexpectedly sensitive to goal prefer-
ences.

The study's first hypothesis is that certain curriculum
elements will distinguish between the two goal groups at
statistically significant levels. These will be elements
which are closely related to each of the two goals.

The second hypothesis is that crime goal preferring offi-
cers will place greater value on the training program than
will traffic goal preferring Officers. This will be reflected
in an empirical trend which, in general, will yield greater
overall mean emphasis preference scores for the crime goal
group, in contrast to the traffic goal group. The exception
to this hypothesis is that traffic goal preferring Officers
will, in general, emphasize traffic-related curriculum ele-
ments more highly than will crime goal preferring officers.

The third hypothesis is that crime goal preferring res-
pondents will emphasize social science curriculum elements
more highly than traffic goal preferring officers.

Crime goal preferring officers will also emphasize, the
fourth hypothesis anticipates, curriculum items relating to
criminal law changes, in contrast to traffic goal officers
who will accord them less importance, in terms of preferred

emphases.

45

Some ImplicatiOns'of Theory For Method

The next chapter will discuss technical aspects of dis-
criminant analysis, the statistical procedure which was
selected to yield data to test hypotheses and otherwise ex-
plore goal preference consequences on the Michigan State
Police basic training curriculum. It will be helpful, at
this point, however, to review certain relationships between
theory and method.

The data were collected by questionnaire since this
seemed the most reasonable technique for reaching large num-
bers of respondents. The writer anticipated that very few
officers would declare a preference for the traffic goal.
This implied that it would be wise not to sample unless it
had been possible to know in advance who the traffic goal
preferring officers were. It turned out that an unexpectedly
large number of respondents reported traffic goal preference.
This permitted the writer to restrict the testing of hypoth-
eses to respondents within the same (in terms of proximity)
role set: troopers, corporals, sergeants, and staff sergeants.
Higher ranking officers were omitted from the present analysis
since the writer wanted to include only those respondents
whose orientations were influenced by the daily exigencies of

line service.

46

While the writer believes a "hidden curriculum"53 exists
which also is involved in work role socialization, it was not
strategically possible to identify its components for the
present study. Thus, the curriculum elements chosen repre-
sent the formal curriculum and are used in this study as in-
dependent variables or as a kind of test which "predicts"

goal preference.

Summary

Contemporary social science theory recognizes the insta-
bility and tensions attending social system goals. One
source of tension is that they are subject to priority ranking
by social system members who may, consciously or unconsciously,
prefer one goal over another or all others. This need not
lead to the dissolution of the system since members may not
express their preferences behaviorally and because all social
systems erect control structures for the purpose of counter-
acting individual volition, insofar as it threatens system
equilibrium.

Since the literature is virtually silent in terms of em-

pirical analysis of the attitudinal consequences of differen-

 

53Lewis emphasizes that the "hidden curriculum"(". . . the
social organization of the schools, the life continuum of the
student [including] . . . the atmosphere of the classroom, the
halls, the cafeteria. . .") should not be considered as separ-
ate from the formal curriculum: "Everything that happens in
the school can be viewed as the curriculum." Leslie Lewis,
"Evaluation: A Relationship of Knowledge, Skills, and Values",
paper read before the American Education Research Association
Annual Meeting, (Minneapolis, Minnesota, March, 1970), pp. 5-6.

47

tial goal preference within a social system, this study was
designed to explore how goal preferences, if they exist, may
be traced. The analysis was confined to a basic training
curriculum, which is seen as the blue-print for the develop-
ment of an occupational identity. Since the survival of a
social system depends on the degree to which the occupational
identity incorporates system maintaining attitudes, beliefs,
skills, and values, the curriculum was assumed to be unusually
responsive to goal preference.

The organization chosen for the analysis embraces sever-
al goals, two of which are clearly dominant over the rest and
are distinct from each other.

Several hypotheses were specified to guide data analysis
and interpretation. The conduct of the data gathering phase
Of the project and the selection of statistical procedures are

discussed in the next chapter.

Chapter III

METHODS AND PROCEDURES

Introduction

 

The purpose of this chapter is to review briefly the
project's chronology, discuss the development of the question-
naire used to collect data, and to describe the statistical
procedures used in data analysis.

Appendix A consists of the questionnaire which collected
the project's data. It will be seen that, considering the
number Of usable returned questionnaires (representing 70% of
the police officers on the payroll during the distribution
period), this study is relatively narrow compared to one which
could be based on a complete analysis and report of the data.
The complete data from this study are available to interested
readers either from the Michigan State Police or from the wri-
ter. Two preliminary reports have been prepared, both of
which are filed with the Michigan State Police:

mport on An Malysis of The Content of Members'

Evaluations of Basic Training in A Complex Organi-
zation, November, 1969.

 

 

A Preliminary Report of A Study of Basic Training
1n The Michigan State Police, Apr1l, 1970.

 

 

 

The former report is concerned with the development of
the 24 items used in Section III (the evaluative items) in

the questionnaire while the latter examines in detail res-

48

49

pondent and non-respondent characteristics and also explores
responses to Sections I and III of the questionnaire, includ-
ing a preliminary discriminant analysis of the data.

While the present study is confined to exploring what,
if any, relationships exist between goal preference (as dich-
otomized dependent variable) and the attitudes, beliefs,
skills, and values implicit in an entry-level organizational
socialization program (represented by 89 independent variables)
it will be helpful to review briefly how the two projects
originated and developed before discussing the questionnaire
develOpment, distribution, and statistical procedures sections

of this chapter.

Brief Chronology of The Project

 

Throughout its history, the Michigan State Police has
frequently revised its various training programs. Contempor-
ary changes in the agency's socio-legal environment have
prompted its executives to review in greater detail then ever
before the basic training program which prepares its recruit
officers to function as troopers. Naturally, no two members
of the agency's command group View the "ideal" curriculum in
the same way. Nor do organization members at other levels
see the "ideal" curriculum in the same way.

The writer's basic working assumption is that much of
the dissensus regarding the curriculum can be explained by
goal preference. This assumption was develOped out of person-

al municipal law enforcement experience and was reinforced

50

during interviews with members of the Michigan State Police.
However, the notion that goal orientation is an important
determinant of other organizational preferences is not widely
shared in police management--indeed, it is often considered
irrelevant or impudent, perhaps because to hold this view is
interpreted as tantamount to asserting that control struc-
tures are imperfect; i.e., management is ineffective.

While the overall project was conceived as a way of as-
sisting the agency to evaluate its basic training program,
the writer was particularly interested in exploring the possi-
ble impact of goal preference on the socialization program.

To study these relationships, if any, the questionnaire in-
cluded one item which was designed as the study's major de-
pendent variable, goal preference. The design of the curri-
culum section of the questionnaire, as well as the goal pref-
erence item, is the subject of the following section.

In February and March, 1969, exploratory discussions
between the writer and certain MSP executives led to mutually
agreed project objectives and strategies. First, management
wanted to demonstrate its willingness to encourage all organi-
zational members to assist in assessing the basic training
program. This precluded developing a scientific sampling
procedure. On the other hand, it meant that an effort must be
made to reach all respondents with a data-gathering device
which.would be uniformly constructed so that all who partici—
pated responded to the same stimuli. The technique agreed

on was a mailed questionnaire which would not exceed an average

51

response time of 30 minutes. Still another requirement was
that the questionnaire be anonymous: not only would no res-
pondent be required to sign his name but no demographic
questions would be included by which individuals could be
identified. Finally, MSP management agreed that a report of
the project's findings would be made available to anyone,
regardless of rank or assignment, who wished to read it.
This was done to stimulate broad interest and participation.

Between April and May, 1969, all preliminary plans were
completed and the writer began acquainting himself with the
agency through preliminary interviews in headquarters, re-
viewing the department's official history, analyzing various
administrative reports and visiting with recruits who hap-
pened to be in basic training at the time the study began.

During June and July, additional efforts were made to
introduce the project to department members by speaking to
over 100 individual Officers of all ranks throughout the
state, visiting staff of the Michigan TrOOpers' Association,
writing a feature story regarding the project for the
Troopers' Association newsletter (This was published several
weeks prior to distributing the final questionnaire.); in
addition, the writer explained the project to a meeting of
nearly all 59 post commanders and also, later, to a meeting
of Officers holding the rank of Captain and higher.

At no time during these introductory interviews and talks
was any mention made specifically Of the writer's goal prefer-

ence interest, although from time to time individual officers

52
expressed, independently, their own feelings about the sub-
ject.

Other activities in June and July included: reading the
Department's history and archival material relating to train-
ing; developing drafts of the demographic section of the
questionnaire as well as drafts of the curriculum section.
Another activity completed during this period was developing
the 24 evaluative items comprising Section III of the ques-
tionnaire. While this activity does not directly relate to
the present project, it served to publicize the fact that a
study of the department's basic training program.was underway.
A description of this phase Of the project is provided in the
next section.

By late July and early August, the questionnaire had
evolved through six versions, having been tested on a number
of recruit officers and training division members throughout
its development. During the remainder of August, the final
draft was printed in MSP's printing shop; the keypunching
instructions were prepared; data processing plans were com-
pleted; and the distribution strategy was decided.

Immediately after Labor Day, all questionnaires were
distributed. Within a week, half were returned and the wri-
ter began reviewing each one individually. Most question-
naires were returned within ten days of the date of distribu-
tion. Data processing cards were keypunched and verified by
the end of October. During November and December, the first

report on the Open-end questionnaires was completed. In

53

December and January, a preliminary analysis of the data was
completed. A preliminary report of the data was released to
the State Police in April, 1970 .

During the preliminary report phase, the writer conferred
with several statisticians regarding how the goal-curriculum
element hypothesis could be tested. After rejecting a number
of possible procedures, discriminant analysis (described be—
low) was selected. In May and June, several "canned" dis-
criminant analysis procedures were inspected and used to pro-
cess the data preliminarily. One program, a step-wise discrim-
inant analysis routine, was selected and the analysis of the
data on which this report is based was completed early in
June, 1970.

These are the major events in the project's evolution.
While complete details regarding each event are not necessary
for this report, it will be helpful for readers to be ac-
quainted (a) with the development of Sections 1, 2, and part
of Section 4 of the questionnaire, (b) how the question-
naires were distributed, (c) some details regarding preparing
the questionnaires for data processing, how many were re-

ceived, how many rejected, and related matters.

Questionnaire Development
No previously develOped instrument was found which could
be used to study relationships between goal and socialization

curriculum element emphasis preference. Therefore, it was

54

necessary to construct an instrument which could achieve the
theoretical Objective and accomplish, in addition, the ap-
plied objectives which motivated MSP to sponsor the study.

During the early introductory interviews which the wri-
ter conducted with officers representing various ranks,
assignments, and posts throughout the state, it became ap-
parent that the general evaluative framework held by inform-
ants regarding the agency's entry socialization program was
supported by two main props. One prop involved a feeling
that the present, 13-week curriculum could be improved, not
by adding new subjects to it, but by adjusting the amount of
time allocated to each curriculum element. The second prop
consisted of a group of opinions regarding non-curricular
aspects of the program.1

While these interviews were helpful in reconnoitering
the general entry socialization program attitudes, both the
writer and Training Division Staff agreed that it might be
valuable to create an opportunity for all MSP personnel to
provide, voluntarily, additional insights regarding the
training program.

After reviewing various strategies to achieve this ob-
jective, the most suitable technique--given available time
and resources--seemed to be an Open—end questionnaire (OEQ)

which would be made available to all MSP Officers.

 

1Seventy-seven distinct, non-curricular options were
eventually identified, of which 24 were chosen through a
statistical procedure, to comprise Section III.

55

The OEQ consisted of a single sheet of paper on which
four incomplete sentences appeared, each separated by two
inches of Space for responses:

1. The following subjects should be added to the
present recruit trooper training program:

2. The things I like best about the present trOOper
training program are:

3. The things I like least about the present trooper
training program are:

4. In my Opinion, recruit training in this depart-
ment should be:

Each OEQ was attached to an envelope on which the wri-
ter's name and university Office address were printed. Each
envelope bore a first class mail permit. A brief description
of the project as an Official MSP enterprise appeared on the
obverse of each OEQ. The OEQ's and their return envelopes
were distributed to post commanders who, in turn, made them
available to each Officer in their post and each officer in
each of the eight District Headquarters.

Just over 16% of the department's officers employed in
June (i.e., 241) returned completed open-end questionnaires.
An analysis of post-marks on return envelopes indicated that
most of the major posts participated; all but one of the
seven non-participating posts were rural or semi-rural in
character. Since no demographic data were requested, and
since no names were required, very little is known about the
nature of the 241 reSpondents, except that they probably
represented a portion of MSP's more highly motivated members.

Also, the orientation, terminology, and involvement tones of

56

the responses seemed more characteristic of troopers than sup-
ervisors or command officers. Finally, both respondents who
appeared generally satisfied with the program and those who
were not so satisfied seem to be represented in the total
group as were the traffic- and crime-goal preferring groups.

The open-end questionnaire responses confirmed an earlier
hunch of the writer's that MSP members did not generally think
in terms of adding new subjects to the 13—week entry sociali-
zation curriculum. Rather, they had much to say about the
proportion of time spent on the various subjects in the cur-
rent curriculum. In other words, more responses to Questions
2 and 3 were Obtained in contrast to very few responses to
Question 1, which invited suggestions for new subjects in the
training program.

Examples of responses to Question 1 which favored re-
emphasizing curriculum elements, rather than adding new sub-
jects, include:

I think the present subjects that are being taught

are sufficient; however, I think the time spent on

each subject could be revised.

The recruit school covers a large variety of sub-

jects. I don't feel that more subjects are neces-

sary, but I do feel some could be expanded and

others deleted.

. . . more time should be spent on the subjects now
being taught before new ones are added.

Few new subjects were actually suggested, although some
officers who were perhaps unaware of the content of the pre-
sent curriculum suggested one or more of the following sub-

jects which are currently part of the curriculum:

57

driving patrol cars2

photography

narcotics

riot training

psychology

basic investigation

juvenile psychology

court procedures

use of emergency equipment

public relations

community relations

first aid

handling disturbed persons

law of arrest, search, and
seizure

accident investigation
combat skills

public speaking
sociology

departmental procedures
report writing

post policies, practices
Michigan history

crime lab services
human relations
spelling

interrogation

desk officer duties

Some subjects (including some of the above) were cited

as consuming too much time; e.g.,

"interrogation", "public

service commission", "personal and family survival", "unin-

sured motorists", "water law",

"classroom note taking".

Other respondents cited one or more of the above as consuming

too little time.

Two categories of suggested new subjects were (a) those

which would help recruits adjust to their work, and (b) those

which might be called "interpersonal relations".

the first category are:

Examples of

Due to the transfer policies Of this department, I
feel that these young Officers should receive some
basic instruction on real estate transactions. . .
to avoid serious and costly pitfalls, such as cost
of abstract, deeds, closing costs, realtor fees,

and related costs.

More training on job attitudes'and adjustment.

 

2A large number of comments regarding how younger offi-
cers drive was received, presumably from older officers; e.g.,
"The younger officers come out of school and drive like
they're in the Indy 500 . . ." and "Teach the recruits how
much power these patrol cars have before they get behind the
wheel of one with me sitting next to him."

58

It should be indicated to the individual recruit
that he will be confronted with undesirable situa-
tions about which he can do nothing.

Recruits should be instructed in how to get along
with officers who work in other departments . .4.
some new men feel that other departments are far
below them.

Just common courtesy, answering telephone, not
clipping nails in public, returning items borrowed
from fellow officers, personal neatness--we seem
to need more training in these things because this
is what it takes to work with others.

Examples of the second category are:

Human relations training, understanding human nature--
some practical psychology and sociology.

More human relations training to make officers aware
that "minority group" does not mean "inferior group"--
make officers more aware of ethnic group's background.

A western city. . . puts their recruits on skid row
for an encounter with police so they can learn what
the "other side" feels like; this gives them some
tact in handling prisoners.

The training concept should be dealing with people,
obtaining information, investigating, and still main-
taining a good relationship with the public. A course
in talking with people would help, for example, poor,
militant, rich, middle-class. . . and still do good
police work.

Counter-themes, in one sense, to the above are represented

by respondents who seem to feel that training should reflect

the obligation of law enforcement to preserve civil order and

that, if there is any place for interpersonal skill develOp-

ment, it should be subordinate to the more fundamental police

goal.

I think the present riot training should be expanded
to include basic infantry tactics: procedure for re-
turning sniper fire, squad tactics for removing
snipers from buildings.

59

In the present situation of our society, we still
must be the last line of defense. Therefore, the
protection of society and ourselves must come first
before we can stop and try to understand why a riot,
sit-in, etc., are taking place and how we can solve
the problem.
I'm a college grad--out of your university--and I've
learned the hard way that we need more practically
oriented training-~more offensive tactics, handcuffs,
entering an occupied building, just how 32 stay
alive!
Examples of the hypothesized goal related curriculum.
tensions appeared in the Open-end questionnaire responses:

. . . the traffic summons should not be given priori-
ty over criminal arrest and investigation.

We need more Michigan Motor Vehicle Code because it's
the basis for our basic job, traffic.

. . . traffic enforcement and accident reporting. . .

could be covered in a relatively short time as almost

all the traffic offenses are contained in the traffic

manual which is quite simple to follow.

More time should be spent to teach the Vehicle Code.

The OEQ phase was, in addition to the preliminary inter-
views, an important source of suggestions for the curriculum
section of the questionnaire. A third source was a study
published by International Association of Chiefs of Police
which included a list of 103 curriculum elements which had
been used in a questionnaire distributed for the purpose of

inventorying basic training curricula patterns among the var-

ious state police and highway patrols in the United States.3

 

3Comparative Data Report, Division of State and Provin-
cial Police, InternatiOnal Association of Chiefs of Police,
Washington, D.C., 1967, pp. 85-105. See Appendix C, "Elements
of State Police Recruit Training Curricula in the United
States".

 

60

Another important source of ideas for the curriculum
section of the questionnaire was the MSP basic training our-
riculum. By inspecting the list of subjects, comparing it
to the International Association of Chiefs of Police study,
suggestions obtained from preliminary interviews and the
open-end questionnaires, a list of over 80 curriculum items
emerged which seemed to the writer to cover the subjects in—
cluded in the MSP basic curriculum, most of the items in the
International Association of Chiefs of Police list, as well
as the suggestions received in the preliminary interview and
OEQ phases.“

The last stage of the development of the curriculum ele-
ment list occurred when the writer, because Of certain theor-
etical concerns, collapsed certain of the 80 items and re-
wrote others. These "new" items were:5

Item Numbers

 

6 "How the legislature controls the department. . ."

35 "Up-to-date information on Supreme Court deci-
sions and trends affecting law enforcement."

42 "How a new officer can adjust. . ."

53 "Psychological and sociological aspects of
alcoholism."

61 "Principles of psychology. . ."

65 "Criminal justice as a system. . ."

67 "The history of the department. . ."

 

I'The MSP basic curriculum is Appendix B.

5The items are abbreviated in this listing; see Appendix
A for the items in their unabbreviated form.

61

Item Numbers

 

69 "Criminology. . ."

70 "Biographies of the nation's outstanding. . ."
73 "Principles of sociology. . ."

75 "Human relations. . ."

79 "Laws and services of federal, state, and local

governments. . ."
81 "Self-improvement. . ."
87 "The Department's Future. . ."

Although most of the 89 curriculum items are understand-
able to persons not familiar with law enforcement, it will be
helpful to explain the rationale and meaning of some of them.

Item 6, above, was developed to determine if respondents
were interested in providing recruits with some understanding
of external and internal organizational control. It is the
writer's opinion that this is an essential dimension in social
system socialization processes if one assumes it is desirable
that system members should understand the relationships of the
system to larger social contexts. No doubt a better, more
comprehensive item or set of items could be developed to anal-
yze this issue, but, given time and space limitations, this
item seemed satisfactory.

Item 42 was designed to determine whether respondents
considered it was important to socialize new members in princi-
ples which were designed to help them adapt to work related
stresses and, if so, were emphasis preferences associated with

certain categories of respondents.

62

Items 6, 53, 61, 69, 73, 75, and 87 are more concrete
descriptions of subjects which are included in the present
MSP program and which are specified in the IACP study. They
were phrased in more concrete terms to provide respondents
with a clearer impression of their possible content. For
example, "Principles of Sociology" is amplified with an ex-
planation of what it could consist of as a curriculum element.
The writer knows from experience that police officers, among
others, sometimes equate "sociology" with "social welfare".
In order not to risk the consequences of this confusion, we
provided examples of what might be included in "Principles of
Sociology". Similarly, the rest of the items (which are
mostly Of a social science nature) were elaborated beyond the
simple descriptive statements ordinarily used in the project's
questionnaire. All these items were phrased very concretely
to make it possible to examine crime-traffic goal preferences
on social science aspects of the curriculum.

Items 65, 67, 87 similarly are more explicit statements
of subjects found in the current MSP program and in the IACP
study. As stated, their general purpose would provide new
members with an institutional perspective; that is, if these
items accomplished their purpose, recruits would presumably
be provided with a broad view of their organization and, per-
haps, come to think of it not as a static structure but,
1father, as a social system subject to change and interdepend-
encze with other social systems in its environment.

Four items (51, 82, 86, 88) in the questionnaire repre-

Sent comparatively new technological advances in law enforce-

LJ

I-—4

L4-

63

ment which should be briefly explained. LEIN (Law Enforcement
Information Network) is a computerized criminal and traffic
information data storage and retrieval system. Voice-printing
is a technique (currently undergoing scientific assessment)
which may be effective for the graphic identification of per-
sons through recorded voice characteristics. The Breathalyzer
is an instrument for determining the amount of alcohol con-
centration in the blood by analyzing a measured amount of
breath. VASCAR (Visual Average Speed Computer and Recorder)
is a small, vehicle mounted computer which is used to deter-
mine the speed of any selected vehicle.

The item, "Modus Operandi, theory and use of", refers to

a well-established investigative technique which assumes that,
:fior example, a burglar will tend to commit burglary in some-
nflnat the same way time after time. One of the important im-
LpCLications of modus Operandi techniques is that investigating
£>€3rsonnel must carefully observe crime scenes and report their
‘C1k>servations in such a way that certain aspects of the crime
‘C3i3u1 be identified, indexed, and cross-filed to facilitate data
re trieval and comparison .

The item, "Motorcycle riding", would be an important cur-
JTchzulum element in an agency which uses motorcycles and, as
izllea IACP study shows, a number Of state-supported police
E‘Sleancies train some of their members in proper use of the mo-
‘t3c>lrcycle. MSP, however, does not use motorcycles. The item
jLss included as a rough technique for studying how carefully

respondents answer the questionnaire. If the item receives

 

L

64

any value, this will presumably be the result of error, fals-

ification, or random response.
The 89 items then, do not comprise the complete content

Of’ the present MSP entry socialization prOgram, nor are they
What the 89 items are intended to represent are

intended to.
attitudes, beliefs, skills and values in which recruit Offi-

cers could be socialized, the amount of emphasis being pro-

vided by individual respondents.
After the items had been tested several times on selected

recruits and training division members, it was necessary to

<i£3<=jL<de on a response category which would fit all items equal-
The one decided upon was a Likert-type, five-option

:LE? ‘VVVBll.

Scale which presented respondents with a range of emphases:
no emphasis,

very little
should not

gre at moderate no Opinion
emph asis emphasis or emphasis
undecided be included

The weights for each category were, respectively, 1, 2,

3' 4.5.
After experimenting with a number Of possibilities for

ea - . . . .
JL;1-<=Jtang a goal preference response, a s1mple 1tem was con-

$3
truCted which tested out well in terms of readability and

if
ace validity as indicated by recruits and training division

Inert"13ers.
If police work consisted of only the following two

types of activities, which one would you most pre-

fer?
1. Activities relating mainly to CRIMINAL
law enforcement and investigation.

2. Activities relating mainly to TRAFFIC
law enforcement and investigation.

65

This item, which provides the study's dependent variable,
Was included in Section 4 of the questionnaire as item number
six.
The curriculum element emphases preference section was
iriizroduced with instructions which asked respondents to sup-
pose they were

. . . in charge of this department's trooper basic
training program and had to decide how much emphasis
you were going to give subjects that could be 1n-
cluded in the 13 week basic training program. But
suppose you knew that you couldn't spend as much time
as you want on all the subjects, because of time and
budget limitations. How would you emphasize these
sub'ects?

 

To complete this section, place an X in the box next
to each subject to show whether you would give it

reat emphasis, moderate emphasis, very little em-
phas1s, or pp emphas1s (that ia, you would not include
iE.EE.Ell)° If you are undecided, or have no opinion,
place an X in the box where the question mark(?) is

to show that you are undecided or have no Opinion.

 

 

 

Since no formal pre-distribution reliability or validity
tes ts were undertaken, Section 4 included three questions which
VV‘EFJTQS intended to provide insight into the respondents' feelings
Eil:’<>11t the questionnaire. Item 12 asked: "DO you understand
the purpose of this questionnaire?" The intent of this item
was to determine if the introductory interviews, newsletter
p‘rIJDZLicity, and questionnaire instructions had succeeded in ac-
quainting respondents with the project. Question 13 asked:

.

'SES[<:,VV much did you enjoy completing the questionnaire?" The
ff’jglitfiE305e here was to determine if respondents felt discomfiture
:ldl:‘ .Jresponding. Question 15 was included to determine if res-
thdents experienced difficulty in completing the question-

t‘”EEL -
zl~J=e: "How difficult was this questionnaire to fill out?"

66

Responses to these questions, and Item 18 in Section 1
(which asked respondents how much emphasis "Motorcycle Rid-
ing" should receive), would aid, it was believed, in formu-
lating a rough assessment of response tone and quality.

The final form of the questionnaire appeared as indicated
in Appendix A.6 The questionnaire was administered, in its
final form, to a group of 45 ranking officers employed by
large, municipal departments who were attending a special MSP
sponsored training program. The average completion time for
this group was 28 minutes. (This seemed also to be about the
average completion time for MSP respondents during the admin-
istration of the final questionnaire, according to members

interviewed after the questionnaire was administered.)

Questionnaire Distribution and

Preparation for Data Processing

As previously mentioned, MSP executives expressed an in-
terest in creating as much interest in the training program

study as possible. Therefore, no attempt was made to construct

 

6Section 2, "Factors Important in a Job", is a scale which
was developed to study the organizational involvement of sci-
entists employed by a federal agency. Dwaine Marvick, Career
Perspectives ip a Bureaucratic Setting, (Ann Arbor, Mich1gan:
University of Michigan Press, 1954). While the scale appeared
to have some promise for exploring similar orientations among
the study's respondents, an inspection of raw response fre-
quences indicated that it probably did not achieve its objec—
tive among the respondents in this project.

 

 

67

a scientific sample of the MSP universe. As it turned out,

the return rate (as will be subsequently explained) was high
enough that no serious underrepresentation appeared present

in the data.

Various procedures for questionnaire distribution were
explored: mailing directly to respondents' homes, holding
meetings in district headquarters for the purpose of adminis-
tering questionnaires simultaneously under uniform conditions,
distributing questionnaires during regular post meetings, etc.
However, since reSponse was to be voluntary and anonymous, all
these--and other--strategies were discarded, either because
they appeared unduly coercive or because officers could inter-
pret them as having a potential for identifying them as indiv-
iduals and, finally, because too much time and expense were
required.

The distribution system finally agreed on followed this
plan: (1) the required number of questionnaires was assem—
bled for each of the 59 posts; (2) these were distributed to
each post where (3) a questionnaire was placed in each man's

"7 along with a return envelope; (4) Officers were

"pigeon-hole
permitted to complete their questionnaires on duty; (5) the
instructions which were mailed to Post Commanders urged them
to advise their subordinates not to compare their answers with

each other or advise each other how to respond; (6) no pressure

 

7A place in a large cabinet which is assigned to each
Officer as part of the department's internal mail distribution
system.

68

would be exerted on respondents to complete and return their
questionnaire; (7) each officer was permitted to place his
completed, unsigned questionnaire in a sealable envelope and
return it to his Post Commander who, in turn, returned the
questionnaires through the department's courier service to
the training division.

Since the questionnaires were not distributed at exactly
the same time, and since some officers were Off-duty or on
vacation when they received their copies, they were not re-
turned at the same time. By the end of 10 days, however, over
80% were returned. Later, in a series of post-distribution
interviews, the writer could find no evidence of serious devia-
tions in the distribution procedure nor collaboration by offi-
cers in completing the questionnaires. Nor was any evidence
found which indicated respondents had difficulty reading and
completing the questionnaire.

The writer inspected each completed questionnaire. In
general, the quality of response was satisfactory. Of the
1,277 returned questionnaires, only 34 were rejected from
analysis because Of one or more of the following reasons:

1. NO responses to two or more questions in Section 4.

2. Incomplete responses to Sections 1 and/or 3. If

more than seven curriculum element preference
items or five evaluative section items were
skipped, the questionnaire was judged "incomplete".

3. Obviously distorted response patterns; e.g., one

respondent chose the "no opinion or undecided"
option for every item in Section 1.

In only two cases did respondents express anxiety or

hostility about the questionnaire, apparently believing that

69

they could be identified from their responses to Section 4.
In addition to the 34 questionnaires rejected for the above
reasons, 12 arrived too late for analysis. Thus, in all,
approximately 2.5% of the returned questionnaires were re-
jected from data processing for one of the above reasons.

Because a preliminary inspection indicated no crucial
underrepresentation in responses, no effort was made to en—
courage non-responding officers to complete and return ques-
tionnaires.

Data processing cards were keypunched directly from the
1,243 usable questionnaires, which represented 70% Of the
total Officers actually employed at the time of questionnaire
distribution. Keypunching accuracy was verified (a) by key-
punching a second set Of cards and comparing it with the
first, and (b) processing cards through a code validation pro-
gram.

Missing data were identified with a "nine punch" but,
since there were so few of these, nine punches were converted
to "no Opinion or undecided" codes in Section 1 Of the ques-
tionnaire. They were omitted from analysis if they pertained
to rank or goal preference, which meant a loss of six respond-
ents.

A complete set of data processing cards was mailed to the
writer in Tulsa, Oklahoma, where they were subsequently analy-

zed on a Control Data Corporation computer, Model 6400.

70

Selection of Statistical Procedures

 

This study's general hypotheSis is that crime and traf-
fic goal preference will be reflected in distinctive curricu-
lum element emphasis preferences. Specific hypotheses were
developed to predict the possible nature Of these distinctive
differences. The selection of the statistical procedure used
in this study was a decision based on the way in which the
hypotheses were formulated.

The general hypothesis required a procedure which would
determine if certain curriculum elements were distinctively
preferred by each of two groups: those who preferred the crime
goal and those who preferred the traffic goal. Next, individ-
uals were sought in each of these two groups who could be
identified as particularly high in their respective goal pre-
ference. These individuals would be, so to speak, enlisted as
"consultants" to design a curriculum which would consist Of
the 89 subjects emphasized in a way which would be appropriate
for socializing officers either into the crime or traffic
goal. The assumption here is that distinctive goal prefer-
ences would manifest themselves in distinctive curriculum ele-
ment emphasis preferences and that these distinctive prefer-
ences would be more intensely expressed by officers with high
goal orientations.

These "consultants" would be, of course, extreme cases.
Perhaps no such high goal preferring Officers would ever be
called upon to redesign the curriculum or, if they were, per-

haps other organizational forces would moderate their high

71

goal orientations.

The reason these extreme cases were sought was to exam-
ine their curriculum element emphasis preferences under high
magnification. Neither the writer nor the reader will expect
that, in terms Of social reality, these extreme cases have
much meaning. On the other hand, they are useful in a Weber-
ian heuristic sense. They exist, not as concrete realities
but as highly distilled abstractions or mental constructs,

". . . for the scrutiny and systematic characterization of
individual concrete patterns which are significant in their
uniqueness. . ." 8

Having identified these two groups of extreme cases, the
next step would be to examine their distinctive curriculum
element emphasis preferences, as revealed in their responses
to Section I of the questionnaire.

No statistical data processing program was found which
performed all calculations needed to examine the study's hy-
potheses. One set of calculations was needed to identify
respondents with high goal orientations and to identify which
curriculum elements distinguish each goal type. Another was
needed to compare both high goal groups in terms of their
curriculum element emphasis preferences to test the direction-
ally stated hypotheses.

Among the procedures examined were computations of mean

scores for the items and statistical tests of their signifi-

 

6Max Weber, "Ideal Types and Theory Construction“, in.
May Brodbeck, (ed.), Readings in the Philosophy of the Soc1al
Sciences, (New York: The Macmillan Company, 1968), p. 504.

72

cance; factor analyses of both goal group responses, and mul-
tiple regression. One common disadvantage characterized each
computer routine which calculated the above statistics: none
provided a basis for judging which individual respondents were
exceptionally "high" in goal preference.

A discriminant analysis routine was found which could be
used to test the study's major hypothesis and, in addition,
identify individuals who were exceptionally high in goal ori-
entation. For testing the specific hypotheses, it was neces-
sary, however, to develop a special computer program which
produced mean and Leik scores (i.e., a consensus measure) for
each of the 89 curriculum elements for the two high goal

groups. Both procedures are discussed below.

Discriminant Analysis

 

The discriminant function is typically used in education-
al psychology when, for example, it may be important to know
whether certain student characteristics ". . . are more nearly
parallel those of engineering students or of veterinary-medi-

cine students." If, in such a case, one were to choose

. . . a single characteristic such as scholastic apti-
tude, as indicated by the ACE Psychological Examina-
tion. . . a score half way between the mean for engin-
eering students and the mean for veterinary—medicine
students can be considered as a cutting point. On one
side of this cutting point a student is classified as
more like engineering students, and on the other side
as more like veterinary-medicine students.9

 

9James E. Wert, Charles 0. Neidt, J. Stanley Ahmann,
Statistical Methods in Educational and Psychplogical Research,
(New York: Appleton-Century-Crofts, Inc., 1954), p. 365.

73

Examples of two other similar discriminant analyses are:
where one wishes to determine which one or more of a series
of tests do the best job of predicting whether a child will
become a member of one or another group--good readers or poor

1° or where one wants to determine if an aptitude

readers;
test will predict whether students entering high school should
follow a business or a college preparatory curriculum.11
In discussing various ways to analyze grouped data, Rulon
specifies two questions which can be asked:12
1. "How can I analyze these data so I may determine
the group in which an individual will perform
best?"

2. "How can I analyze these data so I may determine
the group which an individual is most like?"

Tiedeman sees multiple regression analysis as the most
suitable procedure for answering the first question and dis-
criminant analysis as appropriate for the second. Among his
arguments, Tiedeman includes a justification for discriminant
analysis which parallels a major characteristic of this study:
the classifying of respondents, on the basis of curriculum

element emphasis preference, into one of two goal groups, with

 

10Mable G. Miles, "The Use of Classification Equations in
Reading Diagnosis in Fourth Grade" (unpublished doctoral dis-
sertation, University of Tulsa, 1963).

11David V. Tiedeman and Jack J. Sternberg, "Information
ApprOpriate for Curriculum Guidance", Harvard Educational
Review, XXII (1952), 257-74.

12David V. Tiedeman, "The Utility of the Discriminant
Function in Psychological and Guidance Investigations", Har-
vard Educational Review, XXI (Spring, 1951), 72- 73 quoting
P. J. Rulon. TThe Stanine and the Separile: A Fable",
Educational Research Corporation Bulletin, (February, 1950),
2-10.

If)
and

'10?

.w o

A

.qu
‘

v“

r.

74

no consideration of quality of performance within a group,
nor desirability of group membership, nor any other evalua-
tive consideration. The criterion is merely preferred goal
orientation. If, on the other hand, the study were concerned
with predicting quality of performance as a goal group member,
and there existed a performance criterion (e.g., high or low
productivity or effectiveness), multiple regression would be
the more appropriate procedure.13

The logic employed by Tiedeman appears to justify the use
of discriminant analysis for the present problem. Recalling
the previously stated study objectives (one of which is to re—
veal significant differences between crime and traffic goal
preferring groups on the basis of the 89 curriculum elements)
it can be seen that the discriminant technique, which simul-
taneously tests both groups with the same instrument and uses
all curriculum element emphasis preference data from both
groups, provides a methodological basis for observing differ-

ences if, in fact, they do exist.1“

 

13Tiedeman, pp. cit., pp. 75-77.

1“There are four mathematical assumptions, underlying the
use of discriminant analysis, which Rao specifies the data
should meet: 1) normality of distribution measurements;
2) linearity of regression between the measurements; 3) homo-
geneity of within group varience; 4) equal probabilities cor-
responding to the various groups. P.C. Radhakrishna Rao,
Advanced Statistical Methods in Biometric Research (New York:
Wiley and Sons, 1952), p. 246. While this studyrs data were
not tested regarding these assumptions, there is evidence
that, even when data are not in conformance with the assump—
tions, classification equations may be effectively used:
Wert, Neidt, and Ahmann, pp. pip., p. 135 and Miles, 0 . pip.,
p. 90, referring to Peter P. Rempell, "The Use of Mult1var1ant
Statistical Analysis of Minnesota Multiphasic Personality
Inventory Scores in the Classification of Delinquent and Non—
delinquent High School Boys", (unpublished doctoral disserta-
tion, University of Minnesota, 1955).

 

Lat

75

However, this is not the only step in the discriminant
analysis. Once the procedure has determined statistically
significant curriculum item differences on the basis of goal
preference, these differences are used to identify each in-
dividual as a traffic or crime Officer on the basis of the
differences of the most significant curriculum elements.

This latter calculation, as will be explained below, is in-
dependent at this point of reported goal preference.

Predicted goal preferences are in the form of individual
officers' probabilities of being crime or traffic goal ori-
ented, based on curriculum element emphasis preferences
alone. This results in a linearly projected continuum of
individual goal preference probabilities, all individuals pre-
dicted as being crime or traffic goal preferring depending
upon which side of the goal classification boundary their
curriculum preference characteristics place them, regardless
of reported goal preference.

This procedure provided the writer with two sets of
classifications on goal preference, a reported set and a pre-
dicted set. The accuracy of prediction can be checked by
means of incorporating the two sets into a 2 x 2 contingency
table, whereby the discriminating power of the variables can
be examined in terms of correct and incorrect classifications.

Having reviewed the general rationale of the discriminent
function with particular reference to this study's hypotheses,
the reader may be interested in a more specific, mathematical

expression of the discriminant function.

76

The use of the discriminant function in the analysis may
be expressed in the following equations:
1. Ci=CO + [Clxli + C2X2i + ... + (Ciji) + ... + chni]

2. Ti=to + [tlxli + tZXZi + ... + (tjxji) + ... + tnxni]

These are generalized forms of the two discriminant func-
tions which were calculated in the analysis. Equation 1 is
the generalized form of the discriminant function for the
crime group and Equation 2 is a similar formulation for the
traffic group. The distinctive feature of these equations is
that each one contains a set of coefficients (in Equation 1,
co through on; and in Equation 2, t0 through tn). These sets
are unique for each group and the coefficients are calculated
for each group on the basis Of the individual curriculum ele-
ment responses of the men who claimed preference for one goal
or the other. For example, there were 773 crime goal prefer-
ring officers used in the analysis. The responses of these
773 officers were used to calculate the coefficients in
Equation 1. A similar procedure is used to calculate the co-
efficients for the 267 traffic goal preferring officers.

A better understanding of the purpose of the coeffic-
ients may be obtained by looking at the portions of the equa-
tions which are set in brackets. Each one of the terms has
a coefficient multiplied together with an X term or variable.
The standard form for these variables is represented by the
in symbol which means the curriculum item score for the ith
individual on the jth item entered in the discriminant func-

tion. The standard forms for the coefficients associated

...‘U.
in

m-
9..

t.-
V:

U)

(I)

77

with this variable are cj and tj. These coefficients are
weighting factors on each one of the individual variables
that make certain that they contribute their prOper numerical
proportions to the discriminant scores. What these propor-
tions are for a variable is determined in part by the power
of that variable to discriminate. Consider the parenthesized
terms of the equations (i.e., ijji and tjxji). This is the
score on the jth variable for the ith individual multiplied
by its coefficients. It can be said, generally, that the co-
efficients will be larger for this jth variable if the differ—
ences on the group means are greater, this indicating more
discriminating power for that variable.

There are two additional coefficients, c0 and to, which
stand outside the brackets and are unassociated with any of
the variables. These constants, which are negative in each
of the calculations, are added to the sums within the brackets
to produce the final classification scores for each individual
in the crime and traffic groups.

The scores for an individual on all the variables used
are entered into both classification equations and two clas-
sification scores (i.e., Ci and Ti) are then obtained for each
individual. On the basis of these scores, it becomes possible
to predict into which of the two goal preferring groups the
individual is most likely to fall.

The generalized forms of the discriminant function may be
viewed as two equations which mathematically describe the cen-

troids of the two goal preferring groups in terms of the in-

78

dependent variables. Each individual is tested to see with
which of the centroids he is most closely associated.

The traffic centroid is situated to minimize the distance
of the traffic group means from it and at the same time maxi-
mize its distance from the crime centroid and the crime group
means. The crime group centroid is located likewise to mini-
mize within group distances and maximize between group dis-
tances. The distance between the two centroids is D. The
statistical routine requires that the researcher specifies in
advance the level of significance he desires his independent
variables to achieve. Therefore, D is a function of only
those curriculum elements which were significant at least at
.05.

Implicit in the use of the discriminant function is a
consideration of whether the crime and traffic group centroids
have been sufficiently separated by the independent variables.
Rao provides a formula to determine this based on the follow-
ing relationship: the difference between the score of a group
on its own equation and its score on the equation of the other
group (obtained by inserting group means into the equation) is
equal to one half the squared group distance (sz). Having
thus obtained D2, Rao15 incorporates D2 into a formula to de-

termine whether group differences are significant:

F = N1N2(Nl + N2- ..., P "‘ ’1)

 

D2
P(N1 + N2) (N1 + N2 ‘2)

 

15C. R. Rao, "On Some Problems Arising Out of Discrimina-
tion with Multiple Characters", SANKHYA, IX (September, 1949),
361-77.

79

N1 and N2 represent the number of crime and traffic Offi-
cers, respectively, whose scores were used; P represents the
12 curriculum elements which were significant at the .05 lev-
el.

A statistical program, BMD07M,16 was found which per-
forms discriminant analysis in step-wise order resulting in a
list of curriculum elements which discriminated crime from
traffic goal preferring officers. To execute the program,
the writer was required to specify the minimum significance
level which variables should meet before entering the classi-
fication equation. The level chosen was .05. At each step,
the variable entered is always the variable with the largest
F value. A variable is deleted if its F value becomes too
low.

Besides F values for significant variables, output in-
cludes

1. Group (i.e., crime and traffic) means and standard
deviations

2. Within groups covariance matrix

3. Within groups correlation matrix

4. Discriminant function coefficients

5. The posterior probability of coming from each group

6. A 2 x 2 contingency table showing the number of cor-
rect (i.e., officers claiming a particular goal
preference and who, on the basis of classification

equations, were actually assigned to their pre-
ferred goal category) and incorrect classifications.

 

16A complete description of this program is available in:
Paul Sampson, "BMD07M: Stepwise Discriminant Analysis", in
‘W.J. Dixon (ed.), BMD, Biomedical Computer Programs (Berkeley
and Los Angeles: University of CalifOrnia Press, 1968), pp.
214a-14t.

 

80

In addition to producing F values for each retained var-
iable, an overall test of the statistical significance of all
the retained variables working together is provided. The
formula for deriving this F value is reported on page 78,
above. It is this F value which will be used to test the
study's major hypothesis.

Before using the program to analyze the present study's
data, it was pretested in accordance with instructions and

sample data provided in the BMD text.

Mean and Leik Scores

 

The second phase of statistical analysis was undertaken
to study how each of the two high goal preferring groups
would emphasize each of the curriculum elements. Two measures
were used for this purpose: (1) a mean response score (indic-
ated in later tables by i), and (2) a Leik score (indicated in
later tables by L). The mean response score indicates the

average response from great emphasis to pp emphasis, should

 

 

app pp included. The mean response score is calculated by
assigning the values 1 to 5 to each of the response categor-
ies, as previously indicated, and then determining the mean
'value of an item for the respondents.

The Leik score is a measure of cumulative relative fre-
quency distribution. The theoretical range for this score is
from -l.0, where 50 per cent of the responses would be in each
Of the two extreme response categories (i.e., maximum dissen-

sus), through 0.0 where 20 per cent of the responses would be

81

in each response category (i.e., maximum dispersion), to 1.0
where all responses are in one category (i.e., maximum agree-
ment).
The reader will have no difficulty interpreting these
scores if he remembers these two guides:
1. In reading mean scores, the higher the value, the
less respondents felt a curriculum element should

be emphasized.

2. In reading Leik scores, the higher the positive
value, the greater the agreement.

In the example,

Goal Preference

 

Curriculum Element _ Crime _Traffic
X L X L

 

Principles of Psychology 1.89 .464 3.12 .040

the high crime goal respondents would emphasize "Principles of
Psychology" much higher than would traffic goal preferring
respondents. Moreover, crime goal respondents have a higher
Leik value than traffic goal respondents, indicating greater
agreement among the former than the latter on that item.

The reason the Leik score was used, rather than standard
deviation (which also is a measure of agreement) is that the
Leik score, with its upper limit of 1.00, provides a more
readily comprehendable basis Of comparison than standard dev-
iation. The Leik score, moreover, does not assume equal inter-
vals between each of the response categories and therefore

serves as a measure of ordinal consensus.17

 

17For a description of the rationale and computational
aspects of this statistic, see: Robert K. Leik, "A Measure of
Ordinal Consensus", Pacific Sociological Review, IX (Fall,
1966), 85-90.

Chapter IV
THE RESEARCH SITE: THE MICHIGAN STATE POLICE

Introduction
The data used in this study were obtained from Michigan
State Police officers. Since the study's questionnaire, con-
cepts, and terminology are closely related to this agency, it

is necessary for the reader to have some knowledge of it as

an institution.
Typically, in the United States,

. . . the two major Objectives of state police agencies
are traffic supervision and crime repression. Traffic
supervision is carried out in every state police agency
and criminal law enforcement in most state police agen-

cies.1

While these agencies, like the Michigan state Police,
often perform a variety of non-crime and non-traffic duties,
these duties are usually considered somewhat less important
than crime and traffic goals.

The Michigan State Police may properly be called a com-
plex organization. It is geographically decentralized, has a
relatively large payroll, an elaborate authority structure,
detailed rules, procedures and regulations, places great em—

phasis on rationalism in decision-making, and, in short,

1Edward A. Gladstone, Thomas W. Cooper, State Highway
Efiztrols: Their Functions and Financing. (Washington, D.C.:
IInited States Department of Commerce, Bureau of Public Roads,
(Iffice of Planning, January, 1956), p. 17.

82

83

evinces the classical characteristics by which bureaucracies

are known.2

A Brief History

 

In a recently published official history, the Michigan
State Police described its "beat" as

All of Michigan, although[:MSP] normally provide[s]
services and protection to the rural area and res-
pect[s] municipal police jurisdictions. . . The
estimated 8.5 million residents of the [two] penin—
sula state travel on more than 113,000 miles of
streets and highways. In area, including water
surfaces of inland lakes and streams, Michigan com-
prises more than 90,000 square miles and her Great
Lakes shore line measures about 3,000 miles. . .3

Eleven days after Congress declared war on April 16, 1917,
the Michigan Legislature created the "Michigan State Troops"
to fill the ". . . void in internal security of the state"
which was created by the commissioning of the Michigan National
Guard for active duty.“ Thus, MSP was conceived as a war time
constabulary whose

. . . TrOOps guarded railroad and shipping facilities,
grain elevators, warehouses and stockyards, controlled
strikes and riots, enforced draft laws, and otherwise
protected the general interest of the military effort
against sabotage and provided other police services.
This protection extended from the great shipping docks
at Detroit to the northern ore ranges in the Upper
Peninsula and from the Port Huron railroad tunnel to
Michigan's western boundary.5

 

2See, for a description of bureaucracy, Anthony Downs,
Ipside Bureaucracy, (Boston: Little, Brown and Company, 1967),
pp. 24.31-

3Michigan Department of State Police, Official History,
(Lansing, Michigan: 1968), p. 85.

.'Ibid, p. 21.
5Ibid, p. 26.

84

On March 27, 1919, the Troops were reorganized, by leg-
islation, as the Michigan State Police ". . . to police rural
communities Of the state and to assist local Officers in the
enforcement of laws." Although several subsequent major laws
changed, for a time, the name of the organization and modi-
fied its goals, MSP has had, since its inception, general
police powers.6 The varied duties of the organization were
summarized as follows in its official history:

Though a good share of their responsibility involves
highway patrol, traffic control and accident investi-
gation, they also investigate criminal cases of all
types. Other varied activity includes mercy missions
for sick and disabled persons, assisting highway
travelers, providing qualified first aid for injured
persons, delivering emergency messages, searching for
lost persons or escaped prisoners, making property
security inspections, and doing public relations as-
signments of subjects relating to police work and
public service such as traffic, water, and fire safe-
ty, civil defense, juvenile counseling, etc.7

The Legal Mandate of the Dapartment

The basic statute governing MSPa charges its Director

to

 

6Ibid., p. 34.
7Ibid., p. 34.

8State Of Michigan, Act 59, P.A., 1935. The quotations
from this law have been taken from a seven-page document
printed by the MSP, n.d. The legally prescribed title for
MSP's chief executive officer was, for many years, “Commis-
sioner" (Act 59, P.A. 1935, 28.1 Sec. a). However, when
Michigan's Constitution was revised in 1963, the title was
changed to Director. His departmental rank is, however,
"Colonel".

85

. . . formulate and put into effect plans and means of
cooperating with the local police and peace officers
throughout the state for the purpose of the prevention

and discovery of crimes and the apprehension of crimi-

nals.9

In addition, the Director is required to ". . . estab-
1ish a highway patrol in the uniform division consisting of
not less than 100 members. . ."10

The Director is empowered to appoint officers and civil-
ian members of the department,11 although the initial recruit-
ment, testing, and certification of eligible applicants, as
well as providing and administering promotional examinations,
is the responsibility of the Michigan Civil Service Commission.

As is customary in laws establishing public agencies, the
details of organizational development are not spelled out;
these matters are left to the discretion of the Director who,
in turn, elaborates structures and processes throughout his
tenure as time, circumstances, and personal leadership style

dictate.12

 

9Ibid., 28.6, Sec. 6, p. 3.

1°Ibid., 28.4, Sec. 4, p. 2. The term, "Officer“, refers
to employees who are empowered to execute the "constitutional
oath of office" as police officers in contrast to civilians,
who do not have police Officer powers.

 

“Ibid., 28.4, Sec. 4, p. 2.

12During the first nine years of its history, the average
incumbency of Directors was two years; however, since 1926,
the average length of time served by Directors has increased
to 10 years. In all cases, Directors have been career offi-
cers.

86

Organizational Structure

 

The MSP organizational structure consists of a central
executive bureau whose Director commands two major divisions:
the Bureau of Staff Services and the Bureau of Field Services.
Each of these two divisions is directed by an executive who
reports to the Director.

The Bureau of Staff Services is smaller (in terms of
numbers of assigned officers) than the Bureau of Field Ser-
vices, but it is more functionally differentiated, consisting
of 10 divisions in contrast to the three divisions comprising
the latter. The basic rationale behind the two major bureaus
is that Staff Services performs supportive and facilitative
duties which are required to keep the whole organization func-
tioning while Field Services is directly responsible for

attaining the organization's primary goals.

Structural Characteristics
The major divisions comprising MSP are:
Bureau of Staff Services

Administrative Division

Business Administration Division

Civil Defense Division

Fire Marshal Division

Operations and Communications Division
Personnel Division ’
Records and Identification Division
State Safety Commission Division
Training Division

Safety and Traffic Division

koooummwaI-I

H
O
0

Bureau of Field Services

1. Administrative Division
2. Detective Division
3. Uniform Division

87

Subordinate to each of these divisions is a variety of
sections or units, each of which has specific functions. The
distribution of sworn personnel by rank for each of the three
major bureaus, and the numbers of personnel with headquarters
assignments (that is, general headquarters in East Lansing
and each of the eight district headquarters) is shown in
Table 1, "Distribution of Michigan State Police Sworn Person-
nel by Rank, Bureau, and Numbers Assigned to Headquarters and
Districts".

Several aspects of Table 1 are important for the purpose
of this study: (1) 85% of all sworn personnel are assigned to
the 59 posts in the eight districts; (2) 61% of the personnel
hold the rank of trooper; (3) corporals are the next largest
rank category (13%), followed by detectives (7%), sergeants
(4%), detective sergeants (3%), staff sergeants (2%)--all
higher ranks comprise slightly more than one per cent of all

personnel; (4) there are 12 ranks higher than trooper.

Specialization

 

Both major bureaus are, as previously mentioned, differ-
entiated into a total of 13 divisions; 62 sections comprise
the 13 divisions and, finally, 93 units comprise the sections.
This differentiation is the result of several apparent organi-
zational needs, including (1) fixing responsibility for cer-
tain functions; (2) increasing task expertise; (3) setting a
certain function apart for security reasons.

Beneath each of the 13 divisions is an administrative

section and various other sections (e.g., Headquarters garage

w;- - A ~q..~.~.

88

 

 

 

 

 

 

 

 

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unomom sAmcmHum Homeownmm pmumHHsm .OOHHom mumum mo usofiunmmmo smmHsOHz "condom
uoHHm: mmon m>Husooxmm smEo3OOHHOm~ muHsnommH
mmnH mmH H H N oH m mH m we mN mm ONH mMN NSOH Hmsuom Hmpoe
momH :N n N HH H Nm 0N mm mm mHN OOOH .umHO sH Hmuoa
AHGNV AsmHv AHV AHV ANV Ame Hes Ame Ass AGHV Ame AHHV AHmV ASH. ANHV A.dm on .omms Hmuoev
H H GOHmH>Ho Ehochs
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.1 O O "1 W O G T .u a S S n. D I
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u 6 . u e
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mzmm wm Hmzzommmm ZmOBm m0 mmmZDZ

muoHnumHQ w mumunmsvpmmm on OmsmHmm¢ mumnfisz pom .smonsm .Msom hm
HOGGOmHmm GHOBm OOHHOm mumum smmHAOHS mo cOHuoanumHo

H OHQMB

 

89

section, plans and Operation sections; Operation; Records
Section; Traffic Analysis Section; Special Services Section).
Examples of unit titles are: Accounting unit, Inventory unit,
Grounds unit, State Property and Sprinkler unit, School In-
spection unit, Typing Pool unit, Gun Records unit, Training
unit, Ordinance and Pistol unit, Water Safety and Underwater
Recovery unit, Narcotics unit, Organized Crime unit, Smuggling
unit, Polygraph unit.

In some cases, these organizational subdivisions are
staffed by civilianlfi'employees only, in some cases by sworn
personnel only, and in some cases they are staffed by civil-
ians and sworn officers. Table 2, "Distribution of Sworn
Personnel by Major Divisions and Units", shows the number of
officers for any MSP unit or division which consists of five
sworn personnel or more. This table also indicates that a
total of 111 sworn Officers is assigned to these specialized
organizational subdivisions and that 28% of these are assigned
to units or sections with four personnel or less.

Table 3, "Distribution of Michigan State Police Sworn
Personnel by Rank", shows the number of Officers who were
employed March 3, 1969, by the rank categories comprising the

state police hierarchy.1“

 

13MSP employed approximately 400 civilians in 1968.

. l"Persons holding job titles of Pilot, Executive Aide,
Pol1cewoman have one of these other ranks, but are designated
as shown for reporting purposes.

90

Table 2

Distribution of Sworn Personnel
by Major* Divisions and Units

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NO. of % of
BUREAU, DIVISION, UNIT Sworn Grand
Personnel Total
BUREAU OF STAFF SERVICES

Number assigned to divisions

with 5 or more sworn personnel
Fire Marshal Division 8 7
Operations and Communications 13 12
Modus Operandi and License 5 5
Unit
Safety and Traffic Division 10 9
Training Division 9 8
Subtotal 45 --

Number of personnel in units or

division with 4 or less sworn

personnel 10 9

Total Assigned Personnel 55 50

BUREAU OF FIELD SERVICES

Number assigned to division with

5 or more sworn personnel
Special Investigation Unit l4 13
Crime Laboratory Unit 14 13

 

 

 

 

91

Table 2 (Cont'd.)

 

 

 

 

 

 

 

 

No. of % of
BUREAU, DIVISION, UNIT Sworn Grand
Personnel Total
Number assigned to divisions
with 5 or more sworn personnel
(continued)
Latent Print Unit 7 6
Subtotal 35 --
Number of personnel in units or
divisions with 4 or less sworn
personnel 21 19
Total Assigned Personnel 56 50
GRAND TOTAL 111 100

 

 

 

*Source: Michigan Department of State Police, Michigan
State Police Strength Report (March 3, 1969). Th1s table
lists only divisions and units with 5 or more sworn person—
nel. Recruits not included in staff services totals.

 

 

92

T$fle3

Distribution of Michigan State Police
Sworn Personnel by Rank

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NUMBER PERCENT
RANK OF OF

PERSONNEL TOTAL
Colonel l *
Lieutenant Colonel l *
Major 2 *
Captain 17 l
Detective Lieutenant 6 *
Lieutenant 19 1
Pilot 3 *
Executive Aide 4 *
Detective Staff Sergeant 8 *
Detective Sergeant 48 3
Staff Sergeant 28 2
Sergeant 66 4
Detective 120 7
Corporal 233 13

 

 

 

 

93

Table 3 (Cont'd.)

 

 

 

 

 

 

 

 

NUMBER PERCENT
RANK OF OF

PERS ONNEL TOTAL
Policewoman 2 *
Trooper 1078 61
Recruits 130 8
TOTAL 1766 100

Source: Michigan Department of State Police, Enlisted

Personnel Strength Report (April 1, 1969).

 

excludes 68 vacancies and civilian employees.

*Less than 1%.

This summary

 

94

District Organization

 

A major MSP structural characteristic is geographical
dispersion. The numbers and locations of the 59 posts are
somewhat proportionate to the concentration of Michigan's
population in the southeast section of the state; about half
the Department's manpower is concentrated in Districts 1, 2,
3, 4, (the Southeast portion of Michigan) which comprise
approximately one-third the state's land mass. The average
number of Officers for each post ranges from 14 to 35, the
two upstate districts (numbers 7 and 8) having the smallest

post size.

The Work of The Michigan State Police

 

In the absence of a more systematic analysis, some in-
sight into the work of troopers can be derived by reviewing
Departmental Order Number 5 (the "Uniform Complaint Classifi-
cation System") which outlines, in 13 pages, the way in which
MSP activities are classified and tallied. While it is possi-
ble that most troopers will, after 5-10 years experience, have
acquired experience in working on some aspect of many of these
tasks, troopers may or may not always work on each type of
task completely from beginning to end. And, owing to the
existence of the various specialized assignments, some tasks
may never be performed by uniformed troopers, but, instead,
are assigned to specialized investigators. Nevertheless, for

purposes of an overview of the breadth of the trooper work

95

role, the way in which the department classifies its work in
its Official reporting system suggests the sensitive and var—
ied nature of the trooper work role.

Listing Class 1 and 2 complaints requires six pages and
comprises the largest single complaint category. These com-
plaints include crime of assault (e.g., murder, rape, battery),
theft (e.g., burglary, shoplifting, forgery, embezzlement),
vice (e.g., gambling, prostitution, liquor, narcotics), sex,
vagrancy, wayward and delinquent minors. A list Of 35 "miscel-
laneous crimes" is included in Classes 1 and 2 (e.g., abandoned
refrigerators; animals, cruelty to; glue, inhaling of fumes;
libel and slander; malicious destruction; possession or sale of
adulterated drugs; refuse, littering; scalping law, violation
of; unlawful disinterment of the dead; and violation Of sepul-
ture.) This complaint category comprises the agency's crime-
goal.

Class 3 complaints, subtitled "Safety and Traffic", re-
quire slightly less than one page to list and are subsumed
under major categories: Drunk Driving, Traffic Violation,
Traffic Investigation, Traffic Policing, Traffic Accidents, Hit
and Run Accidents, Non-Traffic Motor Vehicle Accidents; Traffic
Safety Public Appearances, Breathalyzer Inspection. This com-
plaint category comprises the agency's traffic goal.

Class 4 complaints, subtitled "Fire Bureau", comprise six
major categories: Arson, Fatal Fires, Explosions, Fire Laws,

Inspections, and Accidental Fires.

96

Class 5 complaints, subtitled "General", require the sec-
ond most lengthy enumeration of activities including: assist-
ing State, County, and City officials; accompanying agents or
Inspectors of other state departments where no criminal action
is taken; assisting firemen; making character checks for other
agencies; relays of serum, paper, persons, cars; windstorms
and floods; service of Subpoenas, Injunctions; speeches; ex-
hibits; mass fingerprinting; participation in programs of in-
struction to enforcement officers; assistance to. . . munici-
pal, village, township (police) departments. . . sheriff(s)
departments.

Class 6 complaints, subtitled "Accidents(General)" is the
briefest complaint category and includes: Aircraft Accidents,
Hunting Accidents, Accidental Shootings, Drownings, Boat Acci-
dents, Industrial, Farm and Home Accidents.

In terms of the numbers Of activities15 which troopers
performed in 1968, the four broad workload categories are dis-

tributed in percentages as follows:

ACTIVITY NUMBER % OF TOTAL
Criminal 63,288 44
Traffic 48,646 34
Non-Criminal
Non-Traffic 31,489 22
Miscellaneous
regulatory 1,445 1
TOTAL 144,868 100

 

15Fredrick E. Davids, Annual Summary: Status and Perform-
ance, 1968 (Michigan Department of State Police, 1968), n.p.
This listing represents a slight reorganization of MSP cate-
gories in order to realign like activities.

 

97

Table 4, "Analysis of Selected Activities by Man Hours
for 1968", summarizes the 3,089,000 man hours spent in 1968
by major categories. In terms of man hours, several findings
from the table are of interest: (1) the largest single man
hour category relates to traffic enforcement, (2) the second
largest man hour category is "administration and supervision",
(3) the third largest category is "criminal", (4) if "report
writing", "desk assignment", and "administration and super-
vision" (all three being control or coordinative activities)

are combined, the resulting sum is 31%.

The Department's Basic Training Program

 

In the first years of its existence, MSP did not have a
specialized ". . . training staff. . . so the more experienced
man was chosen to instruct recruits." In this sense, the role
model concept was the first socialization mechanism, but, by
1919 a formal recruit training program was established con-
sisting of

. . . instructions in horsemanship and care of animals,

law and court procedures in criminal cases, drill

mounted and unmounted, target practice, care of the

health and administering first aid, Michigan geography

and history and other subjects pertaining to the work

of the organization.16

In the following 50 years, the basic trooper training
process has evolved into the present day, four-phase, year-long

program which must be satisfactorily completed before recruits

become troopers.

 

16Michigan Department of State Police, Annual Report,
(1919-20), n.p.

 

98

Table 4
Analysis of Selected Activities by Manhours for 1968*

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EXPENDED % OF
ACTIVITIES HOURS TOTAL

Traffic Patrol 749,309
Other Traffic 109,972
Safety and Traffic 185,521

Subtotal, Traffic 1,044,802 34
Criminal 645,600 21
General NonCriminal

(Abandoned cars, dog bites, loose

animals, civil disputes, lost-found

property, civil processes, public

relations, assisting other depart-

ments, general accidents except

traffic.) 104,520 3
Fire Bureau 51,663 1
Civil Defense Work 10,158 **
Community Relations, Juvenile Work 7,973 **
Report Writing 147,548 5
Desk Assignment 71,239 2
Administration and Supervision 739,475 24
Training 142,460 5
Fatigue Work 25,117 **
Other Duty 98,481 3

TOTAL 3,089,036 100

*Source: Ibid., n.p. This table is a modification of
several reports in the summary.

 

**Less than 1%.

 

99

The complete, year-long entry socialization program has
consisted of four phases since 1963:

l. The thirteen week in-residence basic training curri-
culum.

2. A correspondence course which is conducted concur-
rently with phase 3 below.

3. Assignment of recruits to a senior trooper for a 3-6
month period.

4. A final, four week in-residence advanced basic
training course.

Each of these phases will be described in the following
pages. These four phases are, of course, the formally pre-
scribed entry socialization program. The informal (i.e.,
unofficial) socialization process may well be as, or more,
important than the formal process, but it is not this study's
concern. Moreover, it is helpful to understand that phases 2
and 3 are concurrent and, unlike phases 1 and 3, these occur
in the field and are less controlled by the training division

than phases 1 and 3.

The Thirteen-Week Curriculum

Most of the 103 subjects listed in Appendix C are covered
in the 13-week curriculum which is shown in Appendix B; how-
ever, rather than listing all these subjects, we have, for
convenience, abbreviated the curriculum as shown in Table 5,
"Analysis of Major Components of the Michigan State Police
Recruit School Curriculum by Distribution of Hours". The rea-
son we have summarized the l3-week curriculum in the manner
shown in Table 5 is to analyze it as indicated in the follow-

ing paragraphs.

100

Table 5

Analysis of Major Components of the Michigan State
Police Recruit School Curriculum by
Distribution Of Hours

 

 

 

% OF
SUBJECT HOURS TOTAL

Miscellaneous 13 2
Administrative Procedures 89 14
Civil Defense 34 6
Defensive Procedures and Physical Training 110 18
Criminal Identification and Investigation 63 10
History and Government 11 2
Human Behavior 25 4
Laws and Criminal Procedure 95 15
Military and Related Subjects 19 3
Patrol Techniques 47 8
Public Relations 10 2
Specialized Training 33 5
Driver Training 38 6
[Classroom Preparation and Study 2227
Non-Curricular Activities 35 5

Total, less hours allocated to classroom

preparation and study 622 100

Total, with hours allocated to classroom

preparation and study 849

 

 

 

Source: Adapted from training schedule prepared by MSP
Training Division for 74th Recruit School, January 6, 1969
to April 2, 1969.

 

101

Table 5 shows what percentage each component of the cur-
riculum is of the 849 hours required in the 13—week basic
training program. The largest percentage (27%) in the table
represents 227 hours which are devoted to class preparation
and study after normal business hours. The next largest block
of time (124 hours, or 15% of the total) is consumed by a var-
iety of non-academic matters which relate to improving study
habits, administering examinations, etc. The next two largest
blocks Of time are devoted to (l) self-defense techniques,
physical training, use of firearms and (2) laws and criminal
procedure (110 and 95 hours, or 13% and 12%, respectively).

One of the interesting characteristics of the basic 13
week curriculum as well as the four-week advanced program is
that considerably less time is spent on traffic and criminal
law enforcement and investigation than one might suppose, in
View of the apparent dominance of these two organizational
goals in the trooper's work load. Thus, the agency makes a
definite attempt to train officers to perform a variety of
tasks as well as those required by the crime and traffic goals.

Some time is also allocated to introducing recruits to
the department's correspondence course (see below), post pro-

cedures, and problems of probationary officers.

The Correspondence Course
If the recruit is graduated from recruit school, he then
serves a period of time in a post, usually one in the southern

part of the state. This period lasts for about six months and

102

he is always under the Observation of one or more senior
troopers and the post commander. But during this period, in
addition to performing the tasks previously mentioned, troop-
ers also must satisfactorily complete a correspondence course
which consists Of 59 lessons under five headings: (l) crimi—
nal law and procedure, (2) criminal investigation, (3) intro-
duction to law enforcement, (4) traffic accident investigation,
(5) Official orders. The course requires a total of approxi-
mately 90 hours to complete; examinations are given on every
lesson but, unlike examinations in phases 1 and 4, the trooper '

may refer to his texts and notes.

The Role Model Program

 

When a "cub" (i.e., a recruit Officer in training) is
assigned to a senior trooper, one of the department's require-
ments is that the senior trooper records his evaluation of the
trooper, once a month, on a special form, the "Michigan State
Police Probationary Trooper Rating". This form consists of two
parts: the obverse side of the form requires the senior troop-
er to rate (i.e., whether "Excellent", "Satisfactory", "Unsat-
isfactory") the probationary officer on 10 factors: appearance,
public complaints, attitude toward job, personal habits, work
quantity, dependability, judgment, working relationship with
other officers, knowledge of police work, and work quality.

The reverse side of the form requires the senior Officer
to "indicate with an 'X' each area in which the probationary

officer has had experience". Eleven work categories are

103

listed: driving ability, traffic violation cases, general
patrol, desk assignment, processing of arrested subjects, re-
ports, traffic direction, first aid, complaints and warrants,
court experience, and criminal investigation. Subsumed under
each category are at least two specific activities which must
be checked or not checked, depending on whether the senior
officer can certify the trooper's performance of the task, for
example:

Criminal Investigations

( ) narcotics ( ) drunk & disorderly
( ) homicide ( ) attended autopsies
( ) suicide ( ) lift and photograph
( ) sex Offense latent prints

( ) stolen property or [burglary] ( ) interviewing sus-

( ) assaults pects

( ) crime scene search ( ) statements

In effect, senior troopers will have judged cubs on 48
specific activities when this form has been completed. Judg-
ments of unsatisfactory appearance, behavior, attitudes, or
performance must be supported by narrative documentation.

Besides formal evaluation, the trooper also will be infor—
mally evaluated by (a) members of specialized MSP divisions who
review--for their own purposes--troopers' work (e.g., members
<3f the Community Relations and Juvenile Section, the Crime Lab-
<Jratory Unit, the Intelligence Section, Records and Identifica-
txion Division, Operations and Communications Division, etc.);
(k>) members of other agencies with whom they have contacts
(€3.g., county, city, village, township police officials, social
Senrvice agency personnel, judicial and prosecuting attorney

representatives, news media workers, etc.); (c) victims, sus-

N3<=ts, witnesses, and perpetrators of major and minor criminal

104

acts; (d) witnesses to, and participants in, traffic mishaps,
etc. Few of these evaluations (except, perhaps, those in the
"a" category) become part of the cub's record, although they
may under special circumstances, e.g., disciplinary proceed-
ings.

No further attempt will be made to categorize completely
the persons who may have an opinion regarding trooper work
performance; but, of all Of these, the one person who will,
at least in the first year of the cub's career, Observe his
performance most frequently is the senior trooper.

In theory (and to a considerable extent in practice) the
senior trooper-cub relationship is tutorial: the former pro-
vides the latter with an understanding of the trooper role
and an example of its prOper execution. The relationship is
one of master to apprentice. The senior trooper is not, how-
ever, the sole arbiter of when the cub is advanced to trooper
status. The decision to confirm a trooper is mutually agreed
upon by (a) training division personnel, (b) post commanders,
(c) personnel division members, (d) district commanders, all
of whom have had access to various official records regarding
the cub's progress in the probationary year.

Pre-questionnaire field interviews indicated that, in
practice, post commanders vary considerably in their beliefs
and assumptions regarding establishing the senior officer-cub
relationship. For example, some post commanders believe that
no one senior officer should be responsible for certifying a

cub's performance: greater diversity of Opinion and Objectivity,

105

so this View holds, will result if several different senior
Officers work at different times with a cub. Some post com-
manders will assign a cub to one senior officer, but they
will also invite other trOOpers to comment on the cub. In a
few instances, post commanders observed that they always
wanted a post detective to work with a cub, as one put it,
". . . because detectives are usually particularly well suited
to comment on a cub's potential as a criminal investigator".
Some post commanders reported they thought that senior Offi-
cers should not be too old; as for example, one sergeant who
believed that

TrOOps who are still troopers after 12 years or so

often get into a slump. They feel they're not get-

ting anywhere. I like to assign cubs to men who

have at least four but not over 10-12 years of ex-

perience. They're still enthusiastic and it rubs

off on the cubs.

Some post commanders reported they believed that the more
years of service a senior officer had, the more likely he was
to produce cubs who did things "the MSP way".

Still another point of view was represented by a post com-
mander who emphasized that he assigned

. . . cubs to proven traffic men. Traffic enforcement

is this department's bread and butter. Cubs have all

kinds of pressures on them to become hot-shot Dick

Tracys. When they get home, their wives ask them about

interesting cases they might have investigated. They

never ask 'did you write any interesting tickets?‘

Their friends and relatives ask them the same thing--

they ask each other the same thing! The one chance

you have to impress on a cub how important traffic is,

1s to assign him to a trOOper who can either convince

him of that or pound it into him.

No doubt there are many more assumptions underlying deci-

sions regarding which senior trooper should be assigned to a

106

cub. Besides conflicting assumptions regarding whether role
models should be older or younger officers, whether they
should be expert in criminal or traffic work, and whether re-
cruits should be trained by one or many Officers, there is an
additional source of variance in the role model program. Some
post commanders permit senior officers to accept or decline a
role model assignment.

Moreover, among senior troopers there is probably a low
degree of agreement regarding what constitutes satisfactory
preparation for role performance, and, therefore, what are
desirable evaluative criteria.

There is, nevertheless, a formal, periodic evaluation of
cubs by their senior training Officers which figures prominent-

ly in the final decision whether to confirm a cub.

The Advanced Basic Training School

 

The fourth phase Of the year-long training program is the
advanced basic training school, which is convened by bringing
the Officers back from the field for a four-week, in-residence
program. The main subject matter categories in the trooper

school curriculum are:

 

NO. of % of
Subject Hours Total
Indoctrination 3 2
Administrative Procedures (rules and reg-
ulations, note-taking, report writing,
review, correspondence course final, uni-
form division panel discussion) 26 13

Defensive Procedures 1 1

107

 

NO. of % of
Subject “ Hours Tppal

Criminal Identification and Investigation 111 56
Laws and Criminal Procedure 26 13
Human Behavior 11 5
Non-Instructional Activities 4 2
Specialized Training 18 9
TOTAL 200 100

While some of these subjects appear to duplicate subjects
taught in the recruit school phase, this final phase presents
material more intensively than is done in the first phase. In
addition, this phase is far less regimented than the recruit
school which allows for considerable trooper-instructor inter-
action. In effect, the trooper school serves the purpose of
tying up loose ends which have not been taken care Of in pre-
17

ceding phases.

Several important characteristics of this curriculum are

 

17The practice of calling troopers back for a final troop—
er school began in 1956. The Michigan Legislature had author-
ized 200 new troopers with the provision that they must be
ready for patrol duty by Labor Day of that year (for several
prior years the State of Michigan had experienced unusually
large numbers of traffic fatalities and injuries). Because
the Legislature authorized the new positions very late, the
State Police shortened their customary recruit training program
to be certain that the Legislature's requirement was observed.
However, this was done with the idea that, late that fall, the
recruits would be brought back to finish their training. In-
structors subsequently Observed that Trooper participation in
the second half of the course was greater than in previous
training programs. It was assumed that the practical field ex-
perience increased trooper motivation and, therefore, what had
been done as an emergency measure became institutionalized.
The reason for referring to this important event in the depart-
ment's history is to illustrate how the traffic goal can affect
the agency's functioning.

108

(l) the substantial percentage of time allocated to criminal
identification and investigation, in contrast to very little
time allocated to traffic; (2) the relative absence of troop-
er status identity elements; (3) the more "Open" character of
the program, as suggested by the period during which patrol
division personnel are available to respond to anonymous,
written questions from recruits.

The major element of stress on recruits during this per-
iod derives from their knowledge that information regarding
the final decision to confirm them is being assembled and
analyzed. And, while some recruits drop out of the program
during the four-week basic course, the attrition rate is much
lower than in the 13-week school. Yet, most trOOpers are not
completely confident of their survival prospects until the

actual moment of graduation and confirmation approaches.

Summary

The Michigan State Police is a complex organization. As
are all complex organizations, it is no doubt subject to a
variety of internal stresses. Among these it is reasonable to
assume that tensions regarding goal priorities are significant.
It would be, however, a simple-minded view which held that only
goal tensions operate to challenge institutional integrity.

It seems more reasonable to concede that other forces also
compete for dominance, arising, for example, out of geographi-

cal decentralization, line-staff conflicts, environmental in-

109

fluences, and so on. Moreover, these forces are no doubt
interrelated so that, to understand how goal tensions come
about, it is necessary to perceive the institution as a com-
plex structure.

The previous pages suggest that, among the possible var-
iables which could be selected (e.g., rank, urban-rural
environment influences, age of respondent, education, etc.),
the crime-traffic goal dichotomy must be a very powerful
source of organizational tension. Moreover, since the recruit
training program is such a fundamental organizational process
(seen as preparation for role performance), it seems reason-
able to assume it could possibly be very responsive to tensions
arising from the crime-traffic goal dichotomy. The next chap-

ters will show if, indeed, this is the case.

Chapter V

FINDINGS AND ANALYSIS

Introduction

 

This study's statistical procedures produced two general
categories of findings: (1) curriculum elements which dis-
tinguished between two goal preference respondent groups,
identifying, in addition, two sets of "high" goal preference
respondents; (2) statistics which indicated how each of these
high goal preference groups emphasized 89 basic training cur-
riculum elements. These findings are analyzed in this chap-
ter. Chapter VI will end this study with a discussion of cer—
tain conclusions, recommendations, and suggestions which the
writer derived from findings presented in this chapter. Read-
ers who are interested in details regarding this study's res-
pondents will find them in Appendix D, "A Note Regarding
Respondents". Several conclusions regarding respondent char-
acteristics should be inserted at this point, however, since
readers may have questions about the generalizability of the
data.

An analysis of respondent characteristics reveals, first,
that the overall response rate was quite high; i.e., just over
70% of all police officers employed by MSP during the period
of the survey. Second, no particular units or divisions of

MSP were greatly over- or under-represented. Third, there was

110

111

a tendency for older officers to contribute fewer question—
naires for their age category than younger men. Fourth, goal
preference appeared to be independent of any respondent demo-
graphic characteristic.

Regarding the last point, certain MSP staff observed to
the writer that they believed traffic goal preference either
develops or increases with age (or appears to) because enthus-
iasm for criminal law enforcement seems to wane as length Of
service increases. However, the data do not appear to support
that theory. Indeed, neither goal appears to be dispropor-
tionately distributed among any of the respondent demographic
categories listed in Section 4 Of Appendix A. If this were
the case, goal preference might be "indexing" some other fac-
tor. It appears possible, however, that goal preference may
be an orientation which is independent of the control varia—
bles, although it may be related to other respondent charac-

teristics.

Discriminant Analysis Findings

 

The study's major hypothesis is that certain curriculum
elements would discriminate between the two goal groups at
statistically significant levels. These curriculum elements,
it was hypothesized, would be closely related to each of the
two goals.

The discriminant analysis computer program required the

writer to Specify in advance the minimum significance level

112

at which curriculum elements would be judged to discriminate
between groups. A specified significance level of 0.05 yielded
12 variables which are shown in Table 6, "Curriculum Elements
Significant at 0.05 and Better"3

Since 12 variables survived a reasonably severe test of
significance, the writer concludes that these curriculum ele-
ments distinguish the two goal groups for the four rank cate-
gories (troopers, corporals, sergeants, and staff sergeants).
Each curriculum element, it will be recalled from the discus-
sion of discriminant analysis in Chapter III, was entered into
the classification equations in order of high to low F values.
Therefore, curriculum element 39, "securing and protecting a
crime scene", is the most discriminating of the 12 variables
while, among these 12 curriculum elements, "VASCAR" is the
least discriminating.

Table 6 also lists the F values at which each variable
was entered in a step-wise manner. F was derived for each of
the 89 curriculum elements, each of which was thereafter suc-
cessively entered into the classification equations until sig-
nificance levels less favorable than 0.05 were attained. The
first curriculum element was, of course, entered by itself, so
that its F value to enter and its approximate F value between
groups are the same. Therefore, curriculum elements are en-

_tered additively and the approximate F between groups is based

 

1The computer program used a two tailed significance test
of group means (i.e., between crime and traffic) differences.
Note that Table 6 also lists six curriculum elements which were
significant at 0.01.

113

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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114

 

 

 

 

 

 

 

 

 

 

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115

on the curriculum element at each step and curriculum elements
at each step and curriculum elements at preceding steps as
well. The column, "crime or traffic", indicates whether the
step identified a curriculum element whose high emphasis was
conferred on it by crime or traffic goal preferring officers.

Table 7, "Means and Standard Deviations for the Twelve
Discriminating Curriculum Elements", shows the mean and stan—
dard deviation scores for the two groups of officers:
(a) crime and (b) traffic goal preferring troopers, corporals,
sergeants, and staff sergeants. Readers will see that these
figures indicate that the mean score values for the curriculum
elements are logically related, in general, to the activities
which comprise each goal. One curriculum item, however, ap-
peared in this list of 12 discriminating elements which, from
the writer's vieWpoint, was unexpected and could not be
accounted for in terms of his understanding of the crime and
traffic goals; the item in question was Number 54, "Plans and
Procedures for Dealing with Natural Disasters". Not only was
its appearance unexpected, but its identification with the
traffic goal is surprising.2

The identification of these 12 discriminating variables
and the generally consistent relationship of these variables
to either the crime or traffic goal confirms, in the writer's
opinion, the study's first hypothesis: certain curriculum

elements will distinguish between the two goal groups at

 

. 2Perhaps the need for traffic control which occurs dur-
ing tornadoes, floods, forest fires, etc., explains this
item's relevance to traffic goal preferring respondents.

116

Table

7

Means and Standard Deviations for the Twelve
Discriminating Curriculum Elements

 

Group Means and Standard

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Deviations
Curriculum Element _Crime Traffic
X X
Securing and Protecting a

Crime Scene 1.30 .54 1.49 .90
Records Systems, Practices,

Procedures. . . 2.79 1.19 3.11 1.19
Driving Patrol Vehicles. . .

Emergency Conditions 1.55 .85 1.44 .67
Firearms Training 1.51 .73 1.71 1.09
Inspecting Vehicles. . . 2.67 1.16 2.54 1.22
Principles of Psychology 2.44 1.25 2.72 1.35
Plans and Procedures. . .

Natural Disasters 3.23 1.21 3.19 1.14
Court Procedures 3.02 1.10 3.17 1.37
Rules of Evidence 1.26 .63 1.43 .86
State Traffic Laws 1.25 .85 1.16 .59
The Department's Future 3.08 1.25 3.29 1.23
VASCAR 2.95 1.22 2.85 1.27

 

 

 

 

117

statistically significant levels and these will be elements
which are closely related to either of the two goals.

These 12 curriculum elements constitute the basis of the
"screening" device which achieved the study's objective of
identifying two sets of high goal preferring reSpondents.
While the writer came to think of these two sub-populations
as being particularly high in goal preference, this is actual-
ly not a technically correct interpretation of what these
officers are, in terms of discriminant analysis. In fact,
they are two groups of respondents who exceed or fall below,
by a considerable degree, the mean response scores on the 12
curriculum items for their respective goal groups. As with
more conventional selection instruments, a major issue regard-
ing the 12 elements is how well did they succeed in correctly
classifying respondents.

It will be remembered that the discriminant analysis pro-
gram yields, as one of its final solutions, a two-by-two table
which indicates whether the classification equations correctly
or incorrectly placed respondents into the crime or traffic
goal group. To understand what this means, it is helpful to
View what has happened here as something similar to developing
a selection instrument. The assumption on which the test is
based is that some number of curriculum elements is peculiar
to the criterion variables, in this case each respondent's de-
claredgoal preference. After the "predictor" variables are
identified, the "test" is now "readministered" to the same

group, this time to find out how many officers have been cor-

118

rectly classified into their preferred goalgroups.

Table 8, "Number of Respondents Correctly or Incorrectly
Classified Into Goal Groups", shows that 533 of the 733 crime
goal preferring respondents were correctly "predicted" as
crime goal preferring officers, but 240 were classified into
the traffic group. The 12 variables were less accurate in
predicting traffic goal preference: only 163 of the 267
traffic goal preferring officers were correctly classified.3
What happened, in brief, is that the incorrectly classified
officers demonstrated curriculum element preference character-
istics which were not as characteristic of their own goal
group as they were of the other (i.e., crime or traffic) goal
group.

Still another View of how the 12 discriminating variables
performed is provided below in Figures 1 and 2. The crucial
concept in these figures is represented by "D", the distance
between group mean scores. Figuratively speaking, the project
began with no value for D; that is, no data indicating discrim-
ination between the crime and traffic groups. By processing
the 89 curriculum elements through the discriminant analysis

program, 12 curriculum elements were identified which success-

 

3It will be recalled that this study is based on data from
only officers in trooper, corporal, sergeant, and staff ser—
geant rank categories. These officers totalled 1,040; in other
words, by excluding officers of higher ranks, 203 respondents
were dropped from the 1,243 respondents who returned usable
questionnaires. Of the 1,040 respondents selected for this
study, 773 declared a crime goal preference while 267 declared
a trafficgoal preference. Therefore, the percentages of res-
pondents preferring each goal is approximately what it was
among the original group.

119

 

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120

ively widened the distance between the two goal groups. This
widening process was terminated when all variables having sig-
nificance at better than the 0.05 level had been processed.

While the D2 values were calculated in the program for
the purpose of calculating F values at each step, they were
not reported in the printout, although F values were provided,
thereby permitting the solution of a formula to derive D2 and
D for each of the 12 steps. These values are shown in Table
9, "Values of D2 and D at Each of Twelve Steps".

The rearranged formula for D2 is

(N1 + N2)(Nl + N2 - 2)P
N1N2£N1+N2"P"l)

D2 = F

 

Where N1 = 773, N2 = 267' N1 + N2 = 1,040.

The value of D increases, in Table 9, from 0.29866 in
step 1 to 0.71908 in step 12. D, at each step, provides in
standard units the distance between crime and traffic group
means, based on the variables entered at each step. Assuming
distribution normality, the increase in D is shown in Figure
1, "Group Mean Distance at Step 1", and Figure 2, "Group Mean
Distance at Step 12".

In both figures, G1 and G2 represent the crime and traf-
ficgroups. The distance between group means (M1 and M2)in-
creases as D values increase from Step 1 to 12, thus decreas-
ing the overlap in the two curves.

The two dashed lines, C1 and C12, represent the classifi-

cation equation dividing 1ines in steps 1 and 12, respect-

121

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123

ively.” In Figure 1, any respondent who is a member of Group
1 or Group 2 and whose scores on the 12 variables place him

left of C1 is classified as a Group 1 member.

Figure 1

GROUP MEAN DISTANCE AT STEP 1

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MI M2

Figure 1 illustrates that a sizeable portion of the Group
2 curve lies to the left of the classification line; this rep-
resents the individuals who were misclassified.

In Step 12, D has increased because 11 more discriminat—
ing curriculum elements have been added. Thus, M1 and M2 are
somewhat further apart than in Figure 1 and G1 and G2 overlap
less. Also, the additional curriculum elements result in a
smaller proportion of the Group 2 curve extending to the left
of the classification line, C12; thus, fewer respondents are

misclassified.

 

l’In Figures 1 and 2, one-half inch along the horizontal
axes equals one standard deviation.

124

Figure 2

GROUP MEAN DISTANCE AT STEP 12

33"“: 4>413; H,_::

5 ‘é 1% {,n.
!_ 2 3:; 5;; 255

STEP: Iz
omzlepa

    
  

 

 

 

To continue the previous analogy comparing the 89 curri-
culum elements to a selection device, as in the case of most
tests some examinees will score higher or lower than the aver-
age. Similarly, some of the respondents were very high in
terms of the degree to which their curriculum element emphasis
preferences "predicted" goal preference. The discriminant
analysis produced, for each respondent, a probability score
which indicated the likelihood of his being a member of the
goal group to which he was correctly or incorrectly classified.

This score was used to identify the respondents who were
defined as high crime or traffic goal preferring, according
to this rationale: all respondents assigned a probability
score of .80 or higher who were correctly classified were
assumed to be extreme cases of their type; i.e., unusually
committed to their goals. The decision to use 1.80 as a cut-

ting point was made following a study of the distribution of

125

all probability scores for all respondents. A higher score,
say .90, would have produced too few cases for stability in
mean scores. The numbers of high crime goal and high traffic
goal preferring officers selected according to this procedure
was 56 and 33, respectively.

These respondents represent rather small percentages of
their reSpective goal preference groups; they should not,
certainly, be thought of as scientific samples, neither of
their goal groups nor their rank categories, nor of the
department as a whole. They are defined in this study as ex-

treme cases or "ideal" types of their goal groups.

An Analysis of Mean and Leik Curriculum
Element Emphasis Preference Scores

 

The decision to use all 89 curriculum elements in the
questionnaire presented a problem in analysis: because of the
large number of curriculum elements, it is difficult to com-
prehend the meaning of the scores on an itemrby-item basis
unless graphic renderings of the mean and Leik values are dev-
eloped, as has been done in Appendices E and F.

Table 10, "Means and Leik Scores for High Crime and
Traffic Goal Preferring Officers and All Respondents", reveals
curriculum element emphasis preferences for the three groups

of respondents.5

 

5The 89 curriculum elements were arranged into 13 more
general categories (not including item 18, the response set
indicator) to facilitate an inspection of empirical trends in
the data. These categories were developed on an §_priori has-
is, not through statistical analysis.

126

 

 

 

 

 

 

 

 

 

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128

 

 

 

 

 

 

 

 

 

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129

 

 

 

 

 

 

 

 

 

 

 

 

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130

 

 

 

 

 

 

 

 

 

 

 

 

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131

 

 

 

 

 

 

 

 

 

 

 

 

 

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132

 

 

 

 

 

 

 

 

 

 

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133

 

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134

 

 

 

 

 

 

 

 

 

 

 

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135

 

 

 

 

 

 

 

 

 

 

 

 

 

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137

It may assist readers to be reminded of the nature of means
and Leik scores: means are arithmetical averages, the Leik
score is a measure of agreement. A mean of 1.05 indicates a
comparatively high emphasis score, while a mean of 4.32 in-
dicates comparatively low emphasis. A Leik score of .848
indicates high agreement on an item while a score of .101 in-
dicates considerable disagreement, as the scores were distrib—

uted through the several groups.

 

Hypotheses Tested with Mean and Leik Scores

Because of the nature of the procedure employed for this
phase of the analysis, no tests of significance were used.
Therefore, the hypotheses are examined in terms of the empiri-
cal trends in the data.

The study's second hypothesis predicted that crime goal
respondents will place greater value on the training program
than traffic goal preferring respondents. The test of this
hypothesis was that, in general, an empirical trend is ex-
pected to appear which yields greater mean emphasis preference
scores for the crime goal group, in contrast to the traffic
goal group. This hypothesis assumes that an overall tendency
to assign low emphasis scores is a function of traffic goal
preference, and not some other factor or factors.

The data in Table 10 suggest that the second hypothesis
is confirmed: high traffic goal respondents assigned lower
emphasis preference scores to most curriculum elements than

either high crime goal respondents or all respondents. On

138

only two items ("A familiarization tour. . . and "Driving
patrol vehicles under emergency conditions. . ."), numbers 12
and 44 did high traffic goal preferring respondents emphasize
subjects more than either of the other two groups. High
traffic goal respondents placed greater emphasis, in contrast
to high crime goal respondents, on eight items, most of them

obviously related to the traffic goal: civil matters, state

 

traffic laws, traffic direction, accident investigation,

 

 

 

inspecting vehicles for safety law violations, testifying in

 

 

court, internal communications practices, VASCAR;practices.

 

 

The mean score differences are, over all, larger for the
traffic related items in this group of eight subjects than for
the non-traffic related items.

Leik scores reveal that among the six items comprising
the traffic category in Table 10, high traffic goal preferring
respondents were, over all, similar to the two groups in the
extent of their agreement on their emphasis preference scores,
except that they somewhat more emphasized "State Traffic Laws"
than crime goal preferring respondents. However, they de-
emphasized "Officer-Traffic Law Violator Contacts" in compari-
son to crime goal preferring officers.

The third hypothesis expected crime goal preferring res—
pondents to emphasize social science curriculum elements more
highly than traffic goal preferring officers. An examination
of mean scores in Table 10 suggests that this hypothesis was
confirmed: high traffic goal preferring respondents assigned
substantially lower emphasis values to the five social science

items than high crime goal officers. Were it not for their

139

tendency to emphasize traffic related items higher than crime
goal officers, one explanation for this social science de-
emphasis might be that it is simply a manifestation of the
overall devaluation of the curriculum in the basic training
program. However, the willingness of the high traffic goal
group to emphasize most of their goal related items more
highly than the high crime goal group suggests that the social
science non-preference may, in fact, be a traffic goal pre-
ference artifact, and is not merely an overall anti-training
perspective. Note, also, that the mean differences in the
social science items are, as overall differences go, large
(especially on the criminology, psychology, and sociology
items). In view of this tendency and the unexpected devaluing
of item 24, "Officer-Traffic Law Violator Contacts", it is
reasonable to ask whether traffic goal preferring officers
tend, as a general matter, to de—emphasize curricular material
dealing with inter-personal relationships.

The fourth hypothesis foresaw that crime goal preferring
officers will highly emphasize, in contrast to traffic goal
officers, items relating to changes in the criminal law. Two
items may be used to test this hypothesis:

Up-to-date information on Supreme Court decisions and
trends affecting law enforcement.

Law and cases concerning what constitutes admissible
evidence.

In both cases, high crimegoal preferring officers were
considerably higher than high traffic goal preferring respond-

ents; moreover, the former were in greater agreement than the

140

latter on score values.

The statistics just reviewed indicate that the study's
exploratory hypotheses were confirmed. However, the discrim-
inant analysis procedure yielded findings beyond that used
to test the hypotheses. These findings will be discussed in

the next section.

Additional Mean and Leik Findings

 

As previously mentioned, except for most of the traffic
related curriculum items, high traffic goal preferring offi-
cers generally emphasized curriculum elements lower than did
high crime goal preferring officers. This tendency may be
explained as representing a somewhat anti-training bias, or
as indicating a lack of interest in or knowledge of the
training program. Whatever it is, it constitutes an analyti-
cal problem because the tendency obscures whatever goal
related differences might appear in the data. One way to see
what these might be is to make the assumption that any mean
score difference 3.75 is a meaningful difference, reflecting
more than indifference or anti-training sentiment.

Eleven curriculum elements were identified which differ-
entiated goal group means by 1.75. These are shown in Table
11, "Curriculum Elements Differentiating High Crime and High
Traffic Goal Officers by .75 or Greater". Differences greater
than 1.00, a full score value, were found for four items:
scientific crime detection. . ., principles of psychology. . .,

securing and protecting a crime scene.'. ., the department's

 

141

Table 11

Curriculum Elements Differentiating High Crime and
High Traffic Goal Officers by .75 or Greater

 

Difference in Mean Scores
Between High Crime and High
Traffic Goal Preferring

 

 

 

 

 

 

 

 

 

 

 

 

Curriculum Item Respondents

Scientific Crime

Detection. . . 1.33
Principles of Psychology. . . 1.23
Securing and Protecting a

Crime Scene 1.22
The Department's Future. . . 1.18
Law and Cases Concerning What

Constitutes Admissible Physi-

cal Evidence .95
Provisions of the U.S.

Constitution. . . .89
History, Methods, Objectives

of "Extremist" Groups .81
Self-Improvement. . . .81
Firearms Training .78
Up-to-date Information in

Supreme Court Decisions. . . .78
Use of Handcuffs .75

 

 

 

142

future. . .

The Leik score, a measure of agreement, is useful as an
indication of the extent to which the two goal group categor-
ies, and all respondents as well, agreed regarding their em—
phasis preferences. Appendix F, "Curriculum Element Emphasis
Preference Leik Scores", shows graphically how the three
groups were similar or dissimilar in agreement on their mean
scores.

To the right of each curriculum element are three lines:
the top line represents the crime goal group; the middle line
represents the traffic goal group; and the bottom line (dashed)
represents all respondents. This appendix reveals several
trends that are not otherwise apparent in the Leik scores.

First, in only two cases (items 64 and 89) did Leik
scores enter the minus value category. In both cases, this
occurred within the high crime goal group. If large minus
Leik scores had appeared, this would have implied bi-modal
frequencies within categories, suggesting that, for example,
within the crime group there were sub-groups holding divergent
Opinions. Since this did not happen in any appreciable mea-
sure it would appear that rather wide-spread intra-goal group
dissensus on curriculum elements is not common.

It is possible to examine the Leik data with more under-
standing if one is willing to make assumptions regarding at
what point agreement is high or low. Assume, for example,
that 1.85 = high agreement and 5.50 to 0.00 = low agreement.

Several findings, based on these two assumptions are:

143

1. Only two curriculum element categories accumulate
many high agreement scores:‘ crime-legal and
crime-techniqpes;

 

 

2. The lowest agreement curriculum element categories
are procedures, institutions threatening the soc-
ial order, social science;

 

3. The high traffic goal group, in general, tends

toward the low agreement zone more frequently
than the high crime-goal group.

Another View of the data is provided in Appendix G,
"Rank Orders of Mean Scores for Curriculum Elements for High
Crime and High Traffic Goal Preferring Respondents, and All
Respondents". This table permits readers to compare each of
the three groups on their curriculum element preference scores
in terms of high to low emphasis preference.

Comparing the two groups on the first 10 most emphasized
curriculum elements, two findings are of particular interest.
First, the high crime goal preferring group includes no

traffic-goal related item in this list, whereas the high

traffic goal group includes State Traffic Laws and Accident

 

Investigation in the list of 10 highest emphasis items. Sec-

 

ond, while the traffic group includes a number of important
crime goal items in this list, it includes two items which are
specifically concerned with legal aspects which regulate the

investigative process: Laws of Arrest, Search and Seizure

 

and Rules of Evidence. The high crime goal group, on the
other hand, includes three additional items which include sub-
ject matter amounting to the "rules of the game" in criminal

investigation: Securing and Protecting a Crime Scene, Col-

 

lection and Preservation of Evidence, Scientific Crime'Detec-

 

tion.

144

Since some curriculum elements appeared to be similar in
both high crime and high traffic goal emphasis preferences,
the writer adopted a rule—of—thumb method for identifying such
variables: a mean score difference of 5,10 on any item was
assumed to indicate similarity in emphasis preference. Eleven
curriculum elements were identified according to this proced-
ure. These are listed in Table 12, "Eleven Curriculum Ele-
ments Receiving Similar Emphasis Preference Values by High
Crime and High Traffic Goal Respondents".

The curriculum items in Table 12 reveal no particular
pattern. Their importance lies, perhaps, in the fact that
they represent approximately one-ninth of the curriculum and
that both goal groups are in substantial agreement on their
mean and Leik values, thus tending to negate an assumption
that traffic goal officers are completely at odds with crime
goal preferring officers regarding the curriculum. It will
be noticed that one of the 12 discriminating variables, "Plans
and Procedures for Dealing with Natural Disasters", appears
in this list, this time being more preferred by the crime than
traffic group.

Two traffic goal related items ("Traffic Direction" and
"Towing Procedures") appear in Table 12. However, only one
closely related crime goal item appears (”Interviewing and
Interrogation") but this item is as appropriate to the traffic

goal as it is to the crime goal.

145

Table 12

Eleven Curriculum Elements Receiving Similar Emphasis

Preference Values by High Crime and High Traffic
Goal Respondents

 

 

 

 

 

 

 

 

 

 

 

 

 

High Crime High Traffic

Curriculum Element Y Leik i' Leik
Interviewing and

Interrogation 1.27 .777 1.33 .722
Civil Matters. . . 3.27 .241 3.24 .318
A familiarization

tour. . . 3.23 .211 3.15 .192
Traffic Direction 3.32 .375 3.27 .293
Towing Procedures 4.36 .464 4.42 .520
Officer's Responsibility

for. . . Patrol Vehi-

cles 3.11 .018 3.21 .141
Typing 2.59 .271 2.61 .293
Plans and Procedures. . .

Natural Disasters 3.50 .375 3.58 .394
Self-Defense Techniques 1.59 .509 1.67 .470
Effective Use of Car Radio 3.11 -.018 3.15 .192
Police Community Relations 2.27 .271 2.33 .369

 

 

 

 

146

Response Set Indicator

 

As previously explained, a "false" curriculum element
was included in the 89 items to determine, if only grossly,
whether respondents were making a conscientious effort to
provide valid responses. Item number 18 ("Motorcycle riding"),
accordingly, was designated as a response—set indicator. If
it received mean values greatly lower than 5.00, it could be
assumed that ignorance, error, or conscious distortion were
at work in considerable magnitude.5.Table 10 reveals an
overall reSponse set indicator mean value of 4.38. It is of
interest that the high traffic goal group mean value was 4.12,
with a Leik score of .268, the latter indicating more intra-
traffic goal group disagreement than in the crime goal group.
This would suggest that traffic goal preferring respondents,
for some reason, placed greater significance on this item than
crime goal respondents but that there exists more intra-group
dissensus on the item within the traffic group than the crime

group.

 

6After reading a preliminary report in which the overall
response set mean value was discussed, a Michigan State Police
Command Officer observed to the writer that some officers be-
lieve that motorcycles should be re-instituted as authorized
equipment, and that perhaps this item was tapping a feeling of
this kind among respondents. If so, it would appear logical
that traffic goal preferring officers were more so inclined
than crime goal preferring officers.

147

Summary

Two sets of findings were used to test this study's
exploratory hypotheses. Statistics obtained from discrimi-
nant analysis provided a basis for accepting the hypothesis
that some curriculum elements would separate, at a statisti-
cally significant level, crime goal preferring officers from
traffic goal preferring officers. The same findings indi-
cated that the curriculum items which perform this function
are logically related, in general, to either of the two goals.

Discriminant analysis also identified two groups of of-
ficers who, because of their curriculum element emphasis pre-
ferences, were defined as either high crime or high traffic
goal preferring officers. Mean scores were computed for all
89 curriculum elements for each of these two groups. Also,
agreement (Leik) scores were computed for the two groups.
These scores provided a basis for accepting the study's re-
maining hypotheses, indicating that crime goal preferring
officers, in contrast to traffic goal preferring officers,
place greater overall emphasis on curriculum elements and, in
particular, more highly emphasize social science curriculum
elements and two subjects which are designed to acquaint of-
ficers with changes in the criminal law.

Additional analysis indicates that crime goal preferring
officers (in contrast to traffic goal preferring officers)
place higher value on subjects designed to acquaint recruits
with rules and procedures regulating the investigative process.

Agreement scores, in contrast to mean scores, are nevertheless

148

higher for both goal groups on crime-legal and crime-techniqpe
curriculum elements, but they are low on the procedures, in:
stitutions threatening the social order, and social science
categories. The traffic goal group appears to be less con-
sensual in its curriculum element emphasis preferences, over-
all, than the crime goal group. Both groups, however, tended
to give somewhat similar emphasis values to a portion of the
curriculum but these elements did not appear particularly
related to either goal group.

The findings reported in this chapter suggest a number
of conclusions, suggestions, and recommendations. Those are

discussed in the next, and final, chapter.

Chapter VI

SUMMARY AND CONCLUSIONS

Introduction

 

The theoretical basis of this study, the writer's
experience with the study's statistical procedures, his field
experience with the Michigan State Police, and, finally, the
fate of the study‘s working hypotheses suggest a number of
conclusions and recommendations which, together with a brief

summary of the study, comprise this final chapter.

Summary

Contemporary organizational theorists, unlike most earl-
ier students of public and private bureaucracy, recognize the
precariousness of the goals of the institutions they study.
Where, in earlier theories, goals were accepted as stable
structures which management authenticated as desirable ends,
social scientists today see goals caught in the cross-fire
of many competing social and political forces, not the least
of which are the preferences of the organization's members.

Goals are seen, in this study, as categories of work
activities around which are organized beliefs, values, Opin-
ions, and biases, regarding a number of organizational pro-
cesses and structures. If this, in fact, is a valid way of

viewing social system goals it follows that social science

149

150

needs to increase its understanding of the ways in which
goal preferences influence social system outcomes, alter the
forms of social organization, and, perhaps, form and change
social and occupational identities.

Unfortunately, there are few published reports of empiri-
cal investigations into such matters. To contribute to this
somewhat neglected field of inquiry, this project was con-
ceived as an exploratory study of differential goal preference
among members of a social system (in this case, police offi-
cers employed by a state police agency) and, in addition, it
was designed as an exploration of whether these goal prefer-
ences could be traced to another dimension of a social system.

Since socialization (defined here as work role perform-
ance preparation) is an important issue in all forms of social
organization, it was selected as the general field in which to
seek traces of goal preference. The specific aspect of soc-
ialization which was chosen for study was the curriculum of
the first phase of the agency's basic training program.

Besides providing the project with a manageable organi-
zational issue with which to work, the selection of the curri-
culum was also appr0priate since it has received little
attention in socialization theory, which is presently more
concerned with the "how" of "becoming" than the "what". The
curriculum is seen in this study as a collection of officially
sanctioned attitudes, behaviors, beliefs, skills and values,
constituting the substance out of which the organization's

laasic work role identity is officially formed. For this

151

reason, it was anticipated that the curriculum's constituent
parts should be Vgoal—sensitive", i.e., different goal pre-
ference groups would recommend that curriculum elements be
re-emphasized in ways compatible with their preferred goals.

Several exploratory hypotheses were developed to guide
the writer in selecting a statistical procedure and analyzing
the data. The hypotheses were not intended as rigorously
developed instruments for theory testing. The present state
of knowledge regarding goals of socialization is not so well
developed that precisely formulated hypotheses are, as yet,
methodologically appropriate or feasible. Indeed, there is
- little empirical research to indicate that goal preferences
do exist among social system members and that these can be
traced attitudinally, if not behaviorally, to other social
system processes and structures. For this reason, the study's
foundation is a hypothesis testing the proposition that goal
preference does exist in the social system studied and that
goal preference is related systematically to the curriculum
used to train novice members to perform the basic work role
of the organization.

Having formed that hypothesis, subsequent hypotheses
‘were developed to predict how goal preference would be ex-
pressed in terms of differential curriculum element prefer-
ences. This was operationalized by asking respondents how
they would emphasize (if they had the power to do so) each of
89 curriculum elements which could be involved in a basic

-training program. These subsidiary hypotheses were derived

152

by analyzing the structure of the organization chosen as this
study's site (a midwest state police agency), a review of the
agency's work, observations of persons who were known to pre-
fer either crime or traffic goals, and literature relating to
police work. Although a wide variety of tasks are performed
by the agency's members, only two of its operating goals,
crime and traffic, were selected for study. A question was
designed which asked questionnaire respondents to identify
which of two categories of work, crime or traffic, they most
preferred.

The hypotheses indicated that a statistical procedure
was required which would: (1) test each of 89 curriculum ele-
ments for statistically significant association with the
crime or traffic goal; (2) produce data which could be used
as a basis for judging whether individual respondents would
emphasize curriculum elements in a way which was consistent
with other respondents in their goal category, and (3) identi-
fy all respondents in terms of their actually "belonging" to
their professed goal category and to what degree their res-
ponses related to the mean responses of their goal category.
In short, the curriculum elements were manipulated as predic—
tor variables while the two goal categories were defined as
dependent variables.

Having accomplished these objectives, it was then pos-
sible to examine the curriculum preferences of two groups
(crime and traffic) of high goal preferring respondents. Only

-troopers, corporals, sergeants, and staff sergeants comprised

153

the study's population; higher ranking members were excluded
because they were not thought to be as well acquainted with
the daily realities of the agency's work role as the four
sub-management rank categories. An inspection of respondent
characteristics revealed no deficiencies in response which
were judged as crucial.

The subsidiary hypotheses were also intended to provide
insight into the work role of law enforcement officers, an
occupational category which (in contrast to nurses, welfare
workers, teachers, doctors, ministers, and the military, etc.)
is relatively neglected by social scientists.

In the present era, all social control institutions are
undergoing reappraisal (whether from within or without), one
purpose of which is to determine if they are apprOpriately
organized to attain certain social goals. The police, in
particular, are experiencing a variety of legislative, union,
militant-group, and professional-organization pressures, some
of which are directly aimed at the relevance of law enforce-
ment's response to pressing social issues. Eventually, these
pressures will converge upon a key question: of what is the
work role of today's police officer composed and is it approp-
riate for today's society?

Should this happen, the issue of the crime and traffic
goals will certainly be critical but, as matters now stand,
those who would join this issue must do so speculatively,

without data.

154

The study‘s hypotheses were confirmed by the statistical
procedures. Twelve curriculum elements were found statisti-
cally significant at least at 0.05, and six were significant
at 0.01. Not only were these curriculum elements significant-
ly associated with either the crime or traffic goal groups but
almost all of them were related to their respective goal
groups in a way which was logical in terms of the nature of
the activities comprising each group. The subsidiary hypoth—
eses suggest that respondents who are high in traffic goal
preference tend to value most curriculum elements lower than
high crime goal preferring respondents. This tendency includes
items relating to social science and changes in the criminal
law. It does not, generally, include items relating to traf-
fic law enforcement. Greater general dissensus on most item
categories accompanies this traffic goal related tendency.

The data do not provide a basis for an unequivocal conclusion
regarding the overall attitude of traffic goal preferring of-
ficers to the curriculum. Were it not for their willingness

to emphasize most traffic curriculum elements more highly than
crime goal officers, one could conclude that they were possi-
bly less training oriented than crime goal preferring officers,

but this does not seem to be the case.

Conclusions

 

The major conclusion which the writer derives from this

study is that the data indicate that social system goals pro-

vide fruitful areas of theoretical inquiry. Unfortunately,

155

they are difficult to define, indeed, it is often difficult
to know when one has encountered them. While this study did
not concern itself with the social philos0phy or epistemology
of goals, this is certainly a crucial area for future work.
The assumption on which the specification of goals was made,
and which informed their Operationalization, was that work
activities cluster logically into categories which can be de—
fined as operating goals.

At a macro-sociological theory level, however, one could
forcefully argue that this study's two goals coalesce into a
more abstract social objective, say, "protecting life and
property". On this plane, one finds the goal field occupied
by a variety of institutions, e.g., fire departments, hospit-
als, county assessors' offices, even the United States Consti-
tution. The point here is, simply, that future research in
social system goal phenomena will be expedited by some kind
of systematic, universal taxonomy for classifying and Opera-
tionalizing social system goals. Until that happens, other
researchers may want to consider the interim alternative of
operationalizing goals as sums, so to speak, of work—role
activities. This strategy also has the advantage of defining
goals in terms which are familiar and meaningful to social
system members and which also permits them to distinguish be-
tween goals in terms of preferences for performing or not
performing activities constituting goals.

Differentiation between, or among, goals can therefore

be made in terms referring to daily role performance, rather

156

than highly abstract, long-range societal purposes.

Those who are not familiar with law enforcement might

conclude that there is nothing particularly surprising that
the study's basic hypothesis was confirmed. On the other
hand, when one considers the degree to which policemen's work
is monitored by supervision and management, that the ideology
of police management tends to obscure the issue of goal pre-
ference, and that many policemen (particularly, perhaps, older
officers) probably have no goal preferences, the finding that
such preferences exist is by no means one which could be anti-
cipated with great certainty. This study does not provide a
basis for generalizing about the intensity with which goal
preference is held, nor whether this preference is ever trans-
formed into behavior. Behavioral consequences of goal prefer—
ence would be difficult to operationalize, given the interper-
sonal nature of the police work role. Some possibilities
include relationships between goal preference and (1) turn-
over, (2) disciplinary actions, (3) ticket "production",
(4) types of activities which officers "originate" as a result
of their own volition, (5) adjudicated outcome of traffic
citations. More subjective measures could include: (1) a
"scale" which discriminates goal preference categories without
Jbeing obviously designed for that purpose; (2) ratings by
;peers regarding perceptions of colleagues' goal preferences;
(3) judgments by trained observers regardinggoal preference.

It seems likely,_and certainly worthy of study that goal

Izreference may be "tracked" within many kinds of private and

157

public bureaucracies. If so, the old public administration
bromide, "There is no Republican or Democrat way to manage a
city" may be proven false. Perhaps social goals even mani-
fest themselves in welfare worker-"client" relationships, or
therapist-patient interaction. In this sense more knowledge
about the social-political consequences of goal preference
analysis is extremely important.

The selection of a socialization curriculum as a goal-
sensitive area of analysis may prove to be an unusually fruit-
ful area of additional theoretical inquiry. Earlier in the
study, references were made to the "service-procedure",
"treatment-custody", "tenderness-technique", "physician-
scientist-humanitarian" perspectives reported elsewhere in the
literature. While these are useful constructs, they have not
been studied in terms of the social values from which they are
derived. Certainly, for example, a nurse's preferred occupa-
tional style and her social goal preferences must be related.
The point here is that this study's explanatory power would
have been improved if some kind of measure of social goal pre-
ference had been incorporated into the questionnaire used to
collect the data.1

Since the study indicates that socialization curricula
may be sensitive to goal preference, it might be worthwhile

to undertake a series of comparative studies to discover what

 

1Examples of such measures can be found in: Charles M.
Bonjean, et. al., Sociological Measurement: An Inventory of
Scales and Indices (San Francisco, California: Chandler
Publishing Company, 1967), n.p.

 

158

are the underlying social goal determinants of organizational
goal preference and how these may be related to the processes
by which occupational identities are formed. Extending this
to broader social organization concerns, the procedure em-
ployed in this study may prove useful, for example, to per-
sons who believe that, in evaluating education curricula, it
is important to find how ". . . specific instructional prac-
tices are aligned with specific social goals".2

To increase the theoretical power of the goal preference
hypothesis it seems important that some typology of goals be
advanced which, while being specific enough to make "organi-
zational sense" to social system members participating in
such a study, would also be relevant on a broader plane of
social organization. It may well be that the service-proced-
ure, tenderness-technique, treatment-cure, traffic-crime
hypotheses all "tap" some similar, underlying member person-
ality configurations. Discovering what these might be would
be useful, not only to social scientists interested in theor-
etical matters, but to persons who manage social systems and
who need improved selection, performance evaluation, promo-
tional, etc., procedures.

A major issue here is not that goal preference should be
purged from a social system but that system managers should
recognize that such preferences may exist and, where they do,

leadership strategies should be directed at maximizing the

 

2Robert L. Baker, "Curriculum Evaluation", Review of
Educational Research, XXXIX (1969), 349.

 

159

beneficial aspects of goal preference and minimizing their
possibly inimical consequences. For example, managers in the
police agency which was this study's laboratory may be inter-
ested in learning if the unexpectedly (at least to the writer)
low traffic goal group mean scores on the item, "officer-
traffic law violator contacts", is explainable in terms of
the goal preference thesis. The writer suggests that, since
this is an item implying training for inter-personal compet-
ency, it was perceived by traffic goal preferring officers as

actually belonging to the social science, rather than the

 

traffic category. Moreover, it received a relatively high
rating by the crime group who, overall, seemed more favorably
disposed to such subjects. It would seem worthwhile to dis-
cover whether this attitudinal datum has behavioral signifi-
cance, perhaps by studying whether traffic goal preferring
officers suffer from a disportionately high rate of citizen
complaints, in comparison to crime goal preferring officers.
The preceding paragraph also suggests that the goal-
preference thesis may be useful to persons concerned with
redesigning organizational or occupational training programs.
Since we may expect that in any organization which does things
to and for people goal conflict may exist, it would be valua-
ble to know where in a training curriculum high goal sensi—
tivity will be found. This would be important, not only in
training policemen, nurses, welfare workers, correctional
*workers, but other occupational categories as well, e.g.,

:ministers, city managers, secondary teachers, psychiatric

technicians.

160

In their study of a state police organization, Preiss
and Ehrlich found that many officers ". . . believed large
discrepancies existed between school material and field prac-
tice". Recruits, the writers suggest, experienced these
discrepancies as role behavior "dilemmas". No explanation of
the underlying cause of these perceived training dilemmas was
suggested, except that "school training was identified as a
headquarters product" and that since ". . . no two posts func-
tioned alike . . . any generalization learned in recruit
school . . . [should] be modified at any given post".3 Cer-
tainly it would seem worthwhile to determine how much goal
conflict contributes to these perceived discrepancies, not
only where the training of policemen is concerned, but where-
ver curriculum relevance is challenged.“

While this study's data are not generalizable, in their
nature, to other social systems (except perhaps to other
police agencies with similar goal mixtures and curricula), its
conception and procedures may be of interest to other students

of complex organization and, in this way, eventually contribute

 

3Jack J. Preiss, Howard J. Ehrlich, An Examination of
Role Theory (Lincoln, Nebraska: University of Nebraska Press,
1966)! p0 17.

 

I*Institutions of higher education seem, in the present
«era, particularly subject to goal tensions and therefore in
:need of goal preference analysis. Anderson, for example, ob-
serves that "there is currently within institutions of higher
«education much ferment regarding goals and purposes and means
'to attain them". He asks whether the aim of the University
is ". . . to liberally educate a man to make him a thinking
nuun? a moral man? a happy man? a wise man? an adjusted
Inan? a conforming man? a learned man? a free man? a crea-
'tive man? a developing man?" G. Lester Anderson, "The Chang-
;Lng'Curriculum", Journal of General Education, XXII (l970),57.

161

to theory construction.

Researchers who may, in the future, be interested in
discriminant analysis as a statistical strategy in social
system analysis will find other applications for it than goal
analysis. In any case, several suggestions regarding its use
may be of value. First, it need not be limited to two goals.
The particular routine used in this study could have accomo-
dated up to 80 goals. Thus, a more complex goal structure
(or any other type of criterion variable or variables) can be
operationalized. Second, it would be well to use fewer pre-
dictor variables than this study employed, unless one wants
to explore a wide variety of variables for their possible
goal significance. In the case of nursing, for example, it
should be possible, given the proliferation of literature in
that field, to reduce curricular material to a much smaller
set of items specifically selected for hypotheses testing.
Related to this is the problem encountered in this study re-
garding the response options available to traffic goal prefer-
ring officers. It appears that this group may not have had
enough goal related items with which to reveal the full range
of their emphasis preference structure. Thus, it may be in-
correct to regard them as anti-training in their orientation,
but merely anti-crime goal. This problem can be overcome, of
course, by item design and scaling.

Another problem in discriminant analysis results from
using self reports of goal preference. This may be the only

means of identifying goal preference available to the

162

researcher. Assignment, say, to a traffic division could not
be used since this does not occur by an officer's preference—-
it is almost always a management decision, therefore some of-
ficers working in a traffic unit will not prefer that work
over criminal law enforcement. There were no other "external"
goal indicators available and so, as is probably the case in
most organizations, a self report was used. If possible, how-
ever, some external indicator should be employed or, at least,
a second, corroborating subjective indicator.

The final set of conclusions is directed at certain ap-
plications of this study's procedure which, if subsequently
refined, could result in practical benefits for peOple who
manage and work in organizations.

One possibility of its application is as a training needs
identification technique. Most, but not all, training needs
analyses are based on the premise that "training per force
must always be aimed at satisfying specific and clearly de—
fined needs of line management."5 If management sees train-
ing as something aimed at achieving its conception of apprOp-
riate organizational goals and feels no need to examine
whether its conception is congruent with that of "lower"
organization members then the problem of training needs ident-
ification is simplified: it is merely a matter of declaring
who should be trained in what, when, and how. If, on the

other hand, management desires to undertake a training needs

 

sEdwin Timbers, "Defining Training Needs", Training and
Development Journal, XIX (February, 1965), 17.

 

163

study in the context of ". . . a study of the entire organi-
zation-—its objectives, its resources, the allocation of
these resources in meeting its objectives . . ."5 then fairly
sophisticated techniques are required, particularly if man-
agement finds it useful to understand what internal forces
exist which could hinder the success of such a program, or
assure its success.

Table 10 in the previous chapter, as an example, could
be used to decide whether goal preference should be recog—
nized in a curriculum. It may be that, by recognizing goal
preference in curriculum design, greater learning motivation
can be stimulated. This might be accomplished, for example,
by holding specially designed seminars organized around goal
preference in addition to training seminars organized around
curricular materials of overall organizational relevance.

The issue here seems to be whether organizational effective-
ness is best served by ignoring or recognizing goal preference.

Another application of the goal preference concept might
be in the field of employee selection. If the 12 statistically
significant curriculum elements (of Table 6) were further
refined, it might be worthwhile to use them as part of a bat-
tery of initial selection procedures to determine which goals
applicants seem to prefer prior to basic training. Results,
if valid, could be used in a variety of ways, e.g., to regu-

late constantly organizational "goal mix" so that some desired

 

6Paul C. Buchanan, "The Function of Training in an Organi-
zation", Journal of the American Society of Training Directors,
XIV (April, 1960) 53-54.

164

balance of goal preference is not disproportionately changed

because (by accident or plan) several generations of novices

all preferring the same goal were recruited over a period of

time; counselling novices who "test out" as unusually high

on one goal in an effort to convince them of the need to dem-
onstrate balance in the way they use the organization's time

and resources; to determine how pre-training goal preference

changes as a result of the basic training experience.

Such applications are based on the assumption that goal
preference can, and perhaps should, be accommodated in police
work. The writer's personal belief is that the two goals
should not be pursued by the same police organization. While
this study does not provide data to support the conclusion
that the traffic goal is necessarily incompatible with the
crime goal, it does suggest that the perspectives of traffic
goal preferring officers may differ in critical ways from
those of crime goal preferring officers.

Few, if any, police administration authorities have
questioned the social logic of charging local police with
traffic investigation and enforcement. While Smith deplored
the involvement of the American police in traffic work and
suggested it as a major source of public resentment toward
law enforcement, he advanced no argument for separating it
from criminal law enforcement.7 Nor did one of the most

recent large scale inquiries into the role of the police in

 

7Bruce Smith, Police Systems in the United States (New
York, Harper and Row Publishers, 1960), p. 64.

 

165

American criminal justice comprehensively address itself to
what would seem to be a basic question: is the police work
role, as it is now conceived, composed of as few non-contra-
dictory activities as possible, and specifically, is criminal
law enforcement compatible with traffic law enforcement?8

On the other hand, August Vollmer, forty years ago,
argued that

Traffic and vice regulation and control hamper

progressive police executives. Traffic should

be handled by a separately organized body of men,

whose whole time and thought will be given to the

solution of that problem. . .

Federal law enforcement agencies do not incorporate traf-
fic law enforcement into their work role. Some of the public
approval which many of them seem to enjoy (in contrast to
local law enforcement) must be related to the fact that their

employees do not have to enforce traffic laws. The local

police, on the other hand, suffer from their obligations to

 

8The President's Commission on Law Enforcement and Admin-
istration of Justice, Task Force Report: The Police (Washing-
ton, D. C., 1967). The word 'trafficfr does not appear in this
report's index. In general, the report appears to represent
an exclusive concern with the crime goal; perhaps this could
be advanced in defense of an accusation that it ignores the
police work role.

 

9August Vollmer, "A Separate Traffic Department", in
Samuel G. Chapman (ed.), Police Patrol Readings (Charles
Thomas Publisher, Springfield, Illinois, 1964), 376-78. Voll—
mer's statement, extracted from his report on the Chicago
Police Department (written for the Illinois Association for
Criminal Justice and the Chicago Crime Commission) argued that
traffic and vice enforcement overburden the police workload,
expose the police to negative public opinions, and (vice
particularly) are sources of political corruption. The argu-
ment has little to do with inherent social psychological dif-
ferences in goal orientation.

 

166

try to enlist broad community support while, at the same time,
being forced to deal with citizens in a role-relationship
which rarely evokes positive citizen response.

It is certainly true, however, that the present study
does not provide a firm basis for a policy decision to disen-
gage the crime and traffic goals. It does, however, provide
a justification for additional research into the crime-traffic
goal preference hypothesis. Examples of further research in-
clude: (l) a study of underlying personality configurations
of the two goal preference groups; (2) examining how goal pre-
ference effects other aspects of police organization (e.g.,
recruitment criteria and policies, promotional systems, super-
visory and management styles); (3) an inquiry into the dis-
tribution of goal preferences among top-level police officials
and administrative and legislative officials external to the
police system but who are important determinants of its poli-
cies and practices.

One of the early indications that a field is profession-
alizing, Hughes remarked,1° is that some, if not many, of its
members become self-conscious about their work--of what its
parts are, how they are arranged and related, and, most
importantly, how the work role should be restructured in the
interest of increased public support. The writer's final
conclusion, and suggestion, is that the American police have

arrived at a point in their development where the structure

 

1°Everett C. Hughes, "Studying the Nurse's Work", The
American Journal of Nursiflgj LI (1951), 294.

 

167

of their work role is crucial to their professionalization.
While it is beyond the scope of the present study to suggest
the pattern of an improved work-role, it does provide a basis
for an argument that research into restructuring the police
work role should be included in future inquiries into the

condition of American criminal justice.

BIBLIOGRAPHY

 

 

 

BIBLIOGRAPHY.
Public Document

State of Michigan. Act 59, P.A. 1935.

 

Books

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Bowers, Raymond F. (ed.). "The Impact of Technological
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Brim, Orville, Jr., and Wheeler, Stanton. Socialization
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Downs, Anthony. Inside Bureaucracy. Boston, Massachusetts:
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Etzioni, Amitai. A Comparative Analysis of Complex Organi-
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Gouldner, Alvin. Patterns of Industrial Bureaucracy. New
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Homans, George. The Human Group. New York: Harcourt Brace,
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Hughes, Everett C. Men and Their Work. Glencoe, Illinois:
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awn. :3" W?
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‘Of- ~ '37-: :3" “ I

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Kaufman, Herbert. The Forest Ranger: A Study in Adminis-
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Kornhauser, William. ‘Scientists in Industry. Berkley,
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Likert, Rensis. New Patterns of Management. New York:
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Lovell, John P. “The Professional Socialization of the West
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Marvick, Dwaine. Career Perspectives in a Bureaucratic
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Moore, Wilbert E. "Occupational Socialization," in David A.
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Oleson, Virginia L., and Whittaker, Elvi K. The Silent
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Peabody, Robert L. Organizational Authority: Superior--
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Preiss, Jack J., and Ehrlich, Howard J. An Examination of ;
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Presthus, Robert. The Organizational Society: An Analysis
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Rao, P. C. Radhakrishna. Advanced Statistical Methods in i”
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Sampson, Paul. "BMD07M: Stepwise Discriminant Analysis", in
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Selznick, Philip. Leadership in Administration. New York:
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Smith, Bruce. Police Systems in the United States. New York:
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Thompson, Victor. Modern Organization. New York: Alfred
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Vollmer, August. "A Separate Traffic Department," in Samuel
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Weber, Max. "Ideal Types and Theory Construction," in May
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Wert, James E., Neidt, Charles 0., and Ahmann, Stanley J.
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Monographs and Bulletins

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Meyer, Genevieve. Tenderness and Techniqpe: Nursing;Values
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Doctoral Dissertation, University of California, 1969.

APPENDIX A

MICHIGAN STATE POLICE BASIC TRAINING QUESTIONNAIRE

APPENDIX A

MICHIGAN STATE POLICE BASIC TRAINING QUESTIONNAIRE

The questionnaire on which this study was based was not
conveniently suited for reproduction according to disserta-
tion format rules. Copies of the questionnaire may be ob-
tained by writing the author at The University of Tulsa, 600

South College, Tulsa, Oklahoma 74104.

APPENDIX B

MICHIGAN STATE POLICE BASIC AND
ADVANCED TRAINING CURRICULA

APPENDIX B

1968 MICHIGAN STATE POLICE RECRUIT SCHOOL CURRICULUM
(Thirteen-Week Program)

 

 

 

MISCELLANEOUS £01123
Loyalty Oath and Personnel Forms 5
Opening Remarks by Training Division Commander %
Opening Remarks by Director %
Physical Examinations 6
Recruit School Rules and Regulations k
Psychological Attitude Testing _§

13

ADMINISTRATIVE PROCEDURES
Classroom Notetaking l
The Art of Listening 2
Typewriting 10
Field Notetaking and Report Writing 3
Report Preparation 30
Policies and Procedures Panel 3
Records 1
Departmental Rules and Regulations 3
Examinations 36

89

CIVIL DEFENSE
First Aid - Family and Personal Survival 27
Radiological Monitoring _1

34

B-2

 

DEFENSIVE PROCEDURES AND PHYSICAL TRAINING HOURS
Calisthenics 35
Defensive Tactics 7
Firearms 33
Heavy Weapons and Use of Gas 13
Holds and Releases 18
Theory of Firearms __4

110

CRIMINAL IDENTIFICATION AND INVESTIGATION

 

 

 

Accident Investigation 40
Aircraft Accident Investigation 2
Criminal Investigation 8
Fingerprints 6
Police Photography 1
Polygraph 2
Water Accident Investigation 2
Familiarization with Breathalyzer _2
63
HISTORY AND GOVERNMENT
History and Government of Michigan 3
Introduction to Law Enforcement 5
Michigan State Police History _3
11
HUMAN BEHAVIOR
Basic Criminology 10

Human Relations 4

 

HUMAN BEHAVIOR (Continued) HOURS
Juvenile Delinquency 5
Psychology of Mobs and Crowds 2
Abnormal Human Behavior . _4

25

LAWS AND CRIMINAL PROCEDURE

 

Aeronautical Law 2
Laws of Arrest 3
Search and Seizure 3
Rules of Evidence 3
Constitutional Law 5
Liquor Control Commission Laws 2
Motor Vehicle Laws 50
Prosecution in Accident Cases 2
Testimony in Court 2
Philosophy of Traffic Law Enforcement 10
Orientation to Civil Law 1
Substantive Criminal Law 8
Admissions and Confessions 2
Water Laws _2

95

MILITARY AND RELATED SUBJECTS

 

Military Courtesy 2
Military Drill 7
Riot Control and Tactical Formations 10

19

 

PATROL TECHNIgEs gpggs
Communications 6
Computer and Data Processing 1
Law Enforcement Information Network 1
Michigan Law Enforcement Blockade System 2
Patrols 35
Traffic Control _2

47

PUBLIC RELATIONS

 

Character 1
Fundamentals of Speech 4
Police Courtesy and Ethics _5

10

SPECIALIZED TRAINING

 

Correspondence Course Introduction 1
Dog Program 2
Post Procedure 1
Problems with Probationary Troopers 2
Underwater Recovery Squad 1
Uniform Division Policies and Procedures Panel 3
Water Safety 23

33

DRIVER TRAINING

 

Precision Driving Techniques 38
CLASS PREPARATION AND STUDY
Notebook Preparation 75

Study 152

 

NON-CURRICULUM ACTIVITIES HOURS
Final Cleaning and Inspection of Quarters 2
Uniform Inspection and Class Pictures 1
Practice Graduation 1
Graduation and Final Assembly 4
Individual Photographs 1
Issuance of Uniforms and Equipment 1
Personal and Quarters Inspections 24

Turning in of Recruit Equipment

0)
m F‘

 

TOTAL HOURS 849

B-6

APPENDIX B

CURRICULUM FOR ADVANCED TROOPER BASIC COURSE

INDOCTRINATION

 

orientation 0 O O O O O O O O C O O O O O O O O 0

School Evaluations and Closing Address. . . . . .

ADMINISTRATIVE PROCEDURES

 

Case Supervision. . . . . . . . . . . . . . . . .
Concealed Weapons . . . . . . . . . . . . . . . .
Data Processing and Computer System . . . . . . .
Examinations. . . . . . . . . . . . . . . . . . .
Examination, Final on Correspondence Courses. . .
Notetaking and Report Writing Review. . . . . . .
Rules and Regulations . . . . . . . . . . . . . .

Uniform Division Panel Discussion . . . . . . . .

DEFENSIVE PROCEDURES

 

Firearms, Off Duty Concealment and Safety , , , ,

CRIMINAL IDENTIFICATION AND INVESTIGATION

 

Arson Investigation . . . . . . . . . . . . . . .
Auto Theft Investigation. . . . . . . . . . . . .
Bombs and Infernal Devices. . . . . . . . . . . .
Burglary Investigations . . . . . . . . . . . . .
Collection and Preservation of Evidence . . . . .
Crime Scene Search, Photographs and Plaster Casts

Fraud Investigations . . . . . . . . . . . . . .

B-7

CRIMINAL IDENTIFICATION AND INVESTIGATION(C0nt'd.) HOURS

 

Fraudulent Check Investigations. . . . . . . . . . 5
Gambling Investigations. . . . . . . . . . . . . . 5
Homicide Investigations. . . . . . . . . . . . . . 5
Informants and Sources of Information. . . , , , , 2
Interview and Interrogation . . . . . . . . . . . 22
Larceny Investigations. . . . . . . . . . . . . . 2
Latent Fingerprints. . . . . . . . . . . . . . . . 8
Liquor Law Violations. . . . . . . . . . . . . . . 2
Missing Person Investigations. . . . . . . , . , , 1
Narcotic Addiction and Dangerous Drugs . . . . . . 2
Narcotic Investigations. . . . . . . . . . . . . . 3
Nuisance and Obscene Telephone Calls . . . . , . , 2
Organized Crime in Michigan. . . . . . . . . . . . 2
Practical Aspects of Criminal Investigation, , , , 2

Robbery Investigations. . . . . . . . . . . . . . 2

Sex Crime Investigations . . . . . . . . . . . . . 5
Surveillance and Undercover Assignments. . . . . , 5
Vehicle Accident Investigation. . . . . . . . . . 5

LAWS AND CRIMINAL PROCEDURE
Criminal Law and Procedure . . . . . . . . . . . . 20
Testimony and Demeanor in Court. . . . . , , , , , 2

Water Laws and Accident Investigations , . , , , , 4

HUMAN BEHAVIOR

 

Community Relations . . . . . . . . . . . . . . . 5
Juvenile Investigations . . . . . . . . . . . . . . 5

Militant Groups. 0 O O O I O O C O O O O I O O O O l

NON-INSTRUCTIONAL ACTIVITIES

 

Travel Time to and From School. . . . . . . . . .

SPECIALIZED TRAINING

 

Department of Pardons and Paroles . . . . . . . .
Detroit Edison Co. (Electricity and Hot Wires). .
Illicit Stills and Federal Firearms . . . . . . .

Immigration and Naturalization(Alien Investiga-
tionS) I O O O O O O O I O O O O O O C O C O O 0

Interstate Transportation of Contraband Products.
Jurisdiction and Services of the F.B.I. . . . . .
Jurisdiction and Services of the Secret Service .
Polygraph Examinations . . . . . . . . . . . . .
Secretary of State, Driver Licensing. . . . . . .
State Department of Licensing and Regulation. . .

Underwater Recovery Squad . . . . . . . . . . . .

TOTAL HOURS -

 

EISLUBE
. 4
. 1
. 1
. 2
. 2
. 2
. 1
. 3
. l
. 2
. 2
. 1
200

APPENDIX C

ELEMENTS OF STATE POLICE RECRUIT TRAINING
CURRICULA IN THE UNITED STATES

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APPENDIX C

ELEMENTS OF STATE POLICE RECRUIT TRAINING

CURRICULA IN THE UNITED STATES

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NO
33s INDICATION

Greetings 38 ll
Academy Orientation and’Rules 46 3
Exams 39 210
Exam Review 30 19
Counselling 24 25
Physical Tests 26 23
Psychological 14 35
GraduatiEn 43 6
Professional Ethics 36 13
Rules and ReguIations 44 ’5
Organizations 38 11
General Orders 22 27
Tour of Facilities 18' 31
Personnel Policies 34 15’
Department History 4I' 8
Budget 14 35
Disciplinary Procedures 21 ‘28
Foundations of Criminal Justice 19 30
Constitutional Law 26 23
CriminaIiJustice Agencies--Federal 35 14
Criminal Justice Agencies--State 27 22
Criminal Justice Agencies--County 11 38
Criminal Justice Agencies--Local ll 38
state Criminal Code 43 6
Miscellaneous State Codes 24 25
Ciyil Matters 12 37
Juvenile Code 3O 19
Logal Ordinances l 48
State Traffic Code 46 3
Local Traffic Ordinances l 48
Civil Rights Laws 26 23
sts of Arrest,§earch1and Seizure 47 2
Civil Commitment Pgocedugss 8 41
Rules of Evidence 40 9
Court Procedures. 41 8
Testifying in Cogrt 40 9
Interrogation Procedures 35 14
Basic Sociology 6 43
Social Disorqanization 3 46
Police-Community Relations 19 30
Human Relations 28 21
Basic Psychology 12 37
Abnormal Psychology 15 34

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

NO
YE_S INDICATION
44 Public Relations 40 9
45 Police—Press Relations 26 23
46 Criminology 9 40
47 Adolescent Psychology 5 744’
48 State and Local Government 25 ’24
49 Extremist Groups I0 39
50 Community Service Agencies 7 42
51 Accident Investigation 48 l
52 Traffic Direction 44 5
53 Officer-Violator Contacts 38 ll
54 Drunk—Driving Contacts 32 17
55 Speed Measurement 25 24
56_Iowing;Procedures ll 38
57_Summons_1ssuance Procedures 31 18
58 Vehicle Inspection 29 20
59 TrafficoEngineering 25 24
60_Reggrds,and Communication 40 9
61 Jail and Booking_Procedures 10 39
62 Motor,Vehicle Maintenance 37 12
63 Eqpipment and Pronerty Procedures 32 17
64_Basic PatrQlLConcepts 29 20
65 Report Writing 46 3
66 Field Inquiry 12 37
67 Patrol Tactics and Duties 37 12
68 Principles of Investigatibn 28 21
69 Crime Scene Protection 27 22
70 Physical Evidence 25 24
71 Collection and Preservation of
Evidence 34 15
72 Interviewing 26 23
73 Interrogation 30 19
74 Personal Identification 28 21
75 Investigation of Death 23 26
76 Crimes Against the Person 15 34
77 Crimes Against Property ‘19 30
78 Miscellaneous Offenses _18* 3T
79 Subversion 4 45
80 Organized Crime 12 37
81 Vice Investigation 17' 32
82 Scientific Crime Detection 273 22
83 Domestic Disturbances 11 38
84 Emergency Medical Techniques 40 9
85 Mathematics 5' 44
86 Disaster Plans and Procedures 31 18
87 Alcoholism and Drunkenness 15 34
88 Tours and Exhibits 15 34
89 Basic English 11 38
90 Typing 13 36
91_Water Safety 18 31
92 Physical Conditioning 41 8

 

93
94
95
96
97
98
99
100
101
102
103

 

 

 

 

 

 

 

 

 

 

 

NO
{gs INDICATION

Mechanics of Arrest and Search 38 11
Defensive Tactics 43 6
Crowd and Riot Control Tactics 45 4
Use of Handcuffs 24 25
Legal Aspects of Firearms Use 28 21
Firearms Training 47 2
Military Courtesy 28 21
Pursuit and Defensive Driving 44 5
Orientation 20 29
Field Assignments 28 21
Debriefing 13 36

 

APPENDIX D

A NOTE REGARDING RESPONDENTS

APPENDIX D

A NOTE REGARDING RESPONDENTS

Section Four of this study's questionnaire asked respond-
ents to provide information about their assignments, certain
personal Characteristics, and attitudes regarding the ques-
tionnaire and the training program. An analysis of response
frequencies and cross tabulations of some of these data re-
veal certain characteristics of respondents and their atti-
tudes, as well as information regarding officers who, for one
or another reason, did not return questionnaires.

Tables 13-16 in this section reveal respondent informa-
tion regarding district of assignment, rank, unit of assign-
ment, length of service, and age. Tables 17-23 report cross
tabulations of goal preference by district, rank, assignment,
level of education, length of service, and goal preferences
of post commanders by district. Tables 24-27 reveal certain
attitudes of respondents toward the questionnaire and the
four phases of the trooper basic training program.

The first group of tables permits certain conclusions to
be drawn regarding the nature of response and non-response in
terms of organization structure, length of service, and age.
The second group of tables permits an inspection of the dis-
tribution of goal preference throughout the organization
according to certain respondent characteristics. The last
group of tables may be used to obtain insights into the

quality of questionnaire response, to the extent this may be

D-2

inferred from respondents' assessment of the degree to which
they understood the purpose of the questionnaire, enjoyed
completing it, and how difficult they found it. Table 27 is
useful as an insight into respondents' feelings about the

Michigan State Police Trooper Basic Training Program.

Return Rate Characteristics

The questionnaire enjoyed a fairly high overall return
rate, considering that only one attempt was made to distribute
it, no follow-up strategies were employed, and its completion
was voluntary. The response rate was lightest in District I,
a composite rural-urban area which includes the Department's
headquarters. A rather low return from troopers in District
I accounts for much of this relatively low district return
rate. The low headquarters return rate is largely attribut-
able to the practice of assigning recruits (for training pur-
poses) to headquarters. Since 130 recruits were in training
in April, 1969, and since many of them did not complete basic
training and therefore did not receive a questionnaire in
fall, 1969, the headquarters return rate is a spurious one.

Districts V-VIII responded at a rate slightly higher
than the department wide rate, which implies a slight non-
urban bias in response.

An inspection of response by rank, as indicated in Table
13, indicates that the lowest rate of return was in the
trooper category, while the three highest return rates were

in the corporal, sergeant and staff sergeant, and lieutenant

D-3

or detective categories, suggesting a slight "middle-manage-
ment" bias in overall response.

One problem in analyzing response rates by rank is that
the April, 1969 personnel report indicated that 130 recruits
were assigned to the Staff Services Bureau. These Officers
were at that time undergoing training. By fall, when the ques-
tionnaire was distributed, recruits who were confirmed as
trOOpers were assigned to districts. This, of course, was a
figure considerably smaller than 130, since the basic training
attrition rate in the MSP is quite high.

Table 14 indicates that Executive Bureau officers contri-
buted to the overall response rate at a comparatively high
level, but that Staff Service Bureau officers did not appear
to participate at a similar rate--this, of course, is another
reflection of a relatively low overall headquarters response.

Data were not conveniently available to analyze how
length of service contributed to the response rate; Table 15
does indicate, however, that newly trained officers (who may
not have well developed curriculum element emphasis prefer-
ences) do not constitute a large response category. Table 16
provides more insight into the response rate in terms of res-
pondent age: it appears that younger officers were slightly
less prone to complete and return questionnaires than their
older colleagues. Again, this is somewhat related to the
somewhat lower trOOper response proclivity.

Just over three quarters of all respondents expressed a

preference for the crime goal while the rest expressed a

D-4

preference for the traffic goal (Table 17). In general, goal
preference is distributed throughout the eight districts in
somewhat equal prOportions, although crime goal preference is
somewhat higher in District II (the Detroit area) and District
III which is somewhat similar to District II in terms of or-
ganization. Traffic goal preference is lower in headquarters
than in any of the eight districts and considerably lower than
the department wide figure (Table 18). Sergeants and staff
sergeants were highest in traffic goal preference of the sev-
en rank categories; whereas detectives were the highest crime
goal preferring category (Table 19). The distribution of

goal preference in terms of the ranks employed in this study
(troopers, corporals, sergeants and staff sergeants) is rela-
tively close to the department wide distribution.

Goal preference was distributed somewhat similarly in the
Executive Bureau, Staff Services Bureau, and the Uniform Div-
ision, whereas crime goal preference exceeded its department
wide percentage in the Administrative and Detective Divisions
(Table 20).

No important change in goal preference distribution ap-
pears when goal preference is cross tabulated by education,
except perhaps that traffic goal preference may somewhat
diminish with increased education (Table 21); nor does length
of service appear to change crime-traffic goal preference
prOportions greatly (Table 22). Some MSP observers claim
that as one ages, he becomes either less crime goal oriented

5or more traffic goal oriented, but Table 22 does not indicate

that this occurs markedly.

Although relatively few officers are involved (N = 57),
Table 23 was prepared to determine if post commanders differed
greatly from other ranks in goal preference. It would appear,
overall, that these officers--who are usually staff sergeants--
share about the same goal preference perspectives as officers
reflect on a department wide basis. However, traffic goal
preference seems to be more prominent in the northern (i.e.,
most rural) portions of the state, except for the Detroit
district where it also is disproportionate to the state-wide
distribution.

Table 24 indicates that most respondents felt they under-
stood the purpose of the questionnaire. Seven percent of the
respondents enjoyed the questionnaire "not at all" (Table 25),
while ninety percent found it "very easy" or "fairly easy"
(Table 26).

Table 27 indicates that the entire basic training program
enjoys a considerable amount of approval among respondents
and, in particular, the l3-week course (whose curriculum ele-
ments constituted a major concern in this study) is rated by

most respondents as "very good" or "good".

Conclusions

 

The questionnaire enjoyed a relatively good return rate.
The demographic data do not provide a clear understanding
regarding what kinds of persons did not respond but, on the

other hand, the data do not indicate that any particular rank

D-6

or district was crucially underrepresented in the study.

While troopers, in terms of response percentage, constitute

the lowest response category by rank, the magnitude of their
numbers supports the conclusion that they were reasonably

well represented in the study. Since only troopers, corporals,
sergeants, and staff sergeants were used in the present study,
respondent characteristics of higher ranks are not particularly
relevant.

Unfortunately, the data do not provide insight into whet-
her the traffic goal preferring respondents were adequately
represented; it is possible that their somewhat pronounced
anti-social science bias may have restricted their participa-
tion in this study. Perhaps only those with "moderate" traf-
fic goal preference participated, whereas those intensely
preferring the traffic goal generally declined to participate.
It is this latter possibility which prompted the search lead-
ing to discriminant analysis, thus providing a basis for
identifying persons who were Operationally defined in this
study as high crime and high traffic goal preferring respond-
ents. In future applications of discriminant analysis as it
was used in this study, researchers may want to consider
analyzing (through the use of a personality assessment instru-
ment) how persons comprising high goal preference groups dif-
fer in terms of psychological make-up. In this way, for
example, additional knowledge about the psychological, as well
as sociological, concommitants of goal preference could be

accumulated.

 

 

 

 

 

 

 

 

 

 

 

 

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Table 14

Distribution of Respondents by Unit to Which Assigned
Compared to Actual Number of Sworn Personnel by Unit

 

 

 

Number
Actually
Assignment Assigned Responding
Executive Bureau 10 8
Bureau of Staff Services 186 119
Bureau of Field Services 1,570 1,107

 

 

 

 

Table 15

Distribution of Respondents by Eight
Length of Service Categories

 

 

 

 

 

Length of Service Number
Category Responding Percent of Total

Under 1 year 46 3
1-2 Years 155 12
3-5 Years 313 25
6-10 Years 158 13
11-15 Years 330 27
16-20 Years 106 9
21-25 Years 107 9
Over 25 Years 23 2

TOTAL 1,238 100

 

 

 

 

*Excludes five respondents who did not answer this question.

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Table 17

Crime Versus Traffic Goal Preferences:

Numbers and Percentages

Number and Percent Reporting

 

Goal Preferences Number

Percent of Total

 

Activities Relating Mainly to

 

 

 

 

 

Criminal Law Enforcement 946 77
and Investigation
Activities Relating Mainly to
Traffic Law Enforcement 276 23
and Investigation
TOTAL 1,222 100

*Twenty-one respondents did not indicate an activity

preference.

 

D-l3

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D-15

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D-16

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D-l7

Table 24

ReSpondents' Understanding of Purpose

of Questionnaire

 

Number and Percent

 

 

 

 

 

 

 

Reporting
Understood Purpose of Questionnaire Number -Percent
Yes 1,131 91
No 28 2
Not Certain 81 7
Total 1,240* 100

*Excludes three respondents who did not answer this

question.

Table 25

Degree to Which Respondents Enjoyed

Completing the Questionnaire

 

Number and Percent

 

 

 

 

 

 

 

 

Degree to Which Respondent Enjoyed Reporting
Completing Questionnaire Number Percent
Very Much 398 32
Somewhat 747 61
Not At All 84 7
Total 1,229* 100

*Excludes 14 respondents who did not answer this

question.

 

 

D-18

Table 26

Respondents' Estimate of Questionnaire Difficulty

 

 

 

 

 

 

 

 

 

Estimate of Questionnaire Number ‘ Percent
Difficulty Reporting of Total
Very Easy 445 36
Fairly Easy 669 54
Fairly Difficult 112 - 9
Difficult 12 1
Total 1,238* 100

*Excludes five non-reSpondents.

 

D-19

 

 

 

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APPENDIX E

CURRICULUM ELEMENT EMPHASIS PREFERENCE MEAN SCORES
FOR HIGH CRIME AND TRAFFIC GOAL PREFERRING
RESPONDENTS, AND ALL RESPONDENTS

 

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APPENDIX F

CURRICULUM ELEMENT EMPHASIS LEIK SCORES FOR HIGH
CRIME AND HIGH TRAFFIC GOAL PREFERRING
RESPONDENTS, AND ALL RESPONDENTS

 

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.mm
00m
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ummnovcwn mo mm:

995

Houvcoo powh vcm vzouo mom mofiuomp new mmwpmnpm
mcwpaps whoamm

Hmhspm: spa: wcfiflmmu pom mwhpvwoopq cum madam
:owmefiwfipcovw Hmzomnwm

mo was new muomnp .fivnmwaO wave:

mshmwywm mo mpomamm Hmwwq

mwnsnmUOAQ new mmoapodpg mcwxoon vcm mafiafimw
cowummonpmpcfi uqm mcwswfi>hmu=H

mmaoanw> wcavowancH

mafiCHwnp mspmouam

szA Sufi: :oHpmNHndHHfiemm

mwsoflcnomp HMOfiva hocmwhwsm

mwaofizwb Hoppma wcw>wpa

oanmu nae we was m>w¢oommm

mowpomua vcw mampcwsmvcpm .mpmsmo

 

Avmacapcoov WMDOHzmomb A<mmzmo

 

 

 

 

oo.H

 

 

 

 

84 om. 8. om: 8. H- $023208 mBOHEoB .3523

WWW%%%WHWWW%WH%4H ~_LWW%%%W#mWW%%#@MWW%M unnoum zaafiaohpxcz mo nwbfivoonpo .nuozuos .hhouuam .05
om. 8. om: 8;- mafia 458m Ea oEzB<§E mzoEBEmzH
whspsw n.pcwsvumnwm may .Fm
Ecsfimamu 2:. .8 #33: .S
mcofimw>wc .mpa:p .mpdmppn mmmpm ncm mafia unoaum> .m
mcowpmawu mumpaumofiaom .m
unofipwawu zpficpssoouwoaaom .om
mpcwscpm>cw Hmooa .mpdpm .Hmumvwm mo mwow>pom new mzmq .mp
paprnwamu 23 393:8 3333mm.” 25 gm .0
know nowadafihmfiafismm < .NH
Ewpmhn m mm mowvmpm Hmcfiswuo .mo
flu mommgzbzx A<20HBDBH9wzH
hvouwn gowns .04
mo on: .nwaowaoa .mwoapowua vcahn oowo> .wm
we on: .nofioaaoa .umofipomhn m<om<> .ww

pqum0homcw Sufi mo newnpm 0:9

 

 

 

 

 

 

 

 

 

 

 

 

 

 

pcosw>onQEHnmamm .Hw
nnmofimmo wowaoa hem mafiumswnpmz .ma
mppn mwo mpwowmgo mo penance .mc
x903 wowaon o» pmnnvw emu nwOHmmo am: a 30m .ma
mpnwwoao:HEwho mcwccdpmpso m.cowpmc mnv we mmH:QMhmowm .ow
mAwOHmmo woaaom pom :maHmcm cammm .om
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M” . -M. ,.A H, . C., ., , I . w . wmwowaon cam mzma waacm>bw .HH
; _ , , n++Ln . w mmozmnnspmfiv oapmmfiom .mo
. mwnsvmoona pawspfissoo Hw>flo .ma
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8 H o . oo. om: 84- afigéoz «$235-22
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Mumscquoop
memo AdHoom HE. oszma¢§ szHaEHamzH

 

 

acoapmawk :mEsm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A¢>H>mam mz< mmmzaHh A<zommmm

hmoaoqfiafino .00
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mowofiaon .mwofivownm pmom .mw
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mcowpmapmmp vcm awash Hawowmmo .OH
mmaownm> Hohpma how hpaawnwmcoanwh n.nwfiowmmo .wm
humansoo hHMpHHH: .0m
mwofivomnn neowpmoficsssoo Hmchoan .mm
monsumoonn xmon .00
pawsawsom Hwfiowmmo mo mm: cum mumo .aw
mmmpnmoomm
4%] F W LI 253553 0283738 .3
an ”wumm 1m I w‘ w mawnamuv can machHpfivcoo Hmowmhnm .00
cm. 00. om mo.an

F-7

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mcfivau machouopo: .wH
am. 00. om.- oo.H- moa<oanH 9mm mmzommmm
=OHpomnHv aflmmmpa .om
mwhpuwooua mcwzoe .om
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mcwumwufimcm oHMQmpu mo mw0fipomug vcw mwaawocwpm .wm
maomvcoo uopmaow> :ma ofiwmmnvnnwofimmc .am
whopwHOH> .mvomampm wcw>fihc xenhv mcwavcmm .wm
:owvmmwpmw>CH pcmvwoo< .mm
UHkm<ma
W W “Ham EmHHosooaw mo upooanm Handwoaoaoon “Em Hdofimoaonuhnm .mm
IN w hmoaowoon %o annHocwhm .mw
1- 411 w hmoaonohun mo avanaocfinm .H0

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

om

 

oo.H- Acupawpaoov mozmHom A¢Hoom

APPENDIX G

RANK ORDER OF MEAN SCORES FOR CURRICULUM ELEMENTS FOR HIGH
CRIME AND HIGH TRAFFIC GOAL PREFERRING RESPONDENTS
AND ALL RESPONDENTS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

h mH.H m 5~.H m mm.H quHmmHumm>cH ngHeHno mo mmHmHoaHnm
o mH.H HH mm.H m om.H Hunmmoum umnHmmm mmeHuo
w mm.H Hm on.H b om.H coHummHumm>cH Hameoom
m mm.H b FN.H m mm.H :oHummouumuaH cam maHzmH>umucH
0H m>.H H HH.H m m~.H *Hmonme>w mo mmHsm
«a mm.a m 0H.H v 0N.H noumwm cam ummHHm mo mmswflcnome
ma mm.a m mo.H m m~.H woamwfi>m mo soapm>nmmmhm 0cm cowpomaaou
H mH.H mH om.H N mH.H *«mgmH oHHmmup mumum
m H~.H N mora H 0o.H mHsNHmw can nonmmm .pmmunm mo mzmq
NMHMWH Gm 02 VPGMM. and $2 MGMM Emmz . Emu H 85.—“50 HHHDU
oammmnaxmmwm mEHHU ammm mucmwcommmmHad

 

mBZmQZOmmmm Q94

92¢

mBZmQZOmmmm wZHmmmmmmm Adow UHhhdMB mOHm QZfl
HSHmU mUHm mom mfizmzmqm ZDADUHmmDU mom mmmoom Zfimz ho mmflmo M24%

0 xHszmmfi

 

 

 

 

 

 

 

 

 

 

 

 

 

mH mo.m om on.H om mm.H quuHuz uuommm
mH Hm.H mm mb.H mH hm.H mcHszHH can mquoHuHccoo HmonHnm
mm H~.~ HH mH.H mH mm.H «mcHaHmnu meummuHm
NH ¢>.H pH mm.H 5H «m.H. mmstcgomu HmoHcms Hocmmnmsm
m ~¢.H om Ho.m mH mm.H «mmHoHno> Houumm qu>Hun
m hm.H mH mm.H mH om.H mmschnomu mmcmmmuumHmm
mH mo.m m mm.H wH om.H gamma Ho :oHummemm>aH
mH Hm.H mH om.H mH mH.H mummosoo Houumm onmm
m Hm.H OH Hm.H NH mm.H mcoo HmcHano mumum
HH m>.H HH mH.H HH mm.H common may umchmm mwaHuo
0m hm.m H mo.H ca mm.H *mcmom mEHHo m maauomuoum can mcflusomm
Mgmm 2mm: MGMM Gm 02 Mfimm Gmwz EOHH ESHSUHHHDU

 

 

onmmue smHm

 

mEMHU gmflm

 

mucmwcommmm Hafi

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

vm hm.m mm vm.H om mm.H ucmfimonomcm 3mH mo moHnum mse
m H0.m mm oo.N mm mm.H «mmnncmooum unsou
Hm mH.m mm mm.H mm vm.H mcoHuMHsmmH 0cm mmHHHH HMHOHmmo
om ~¢.N 0N Hm.H hm om.H mpomucoo HOHMH0H> 3mH 0HmmmuulnmUHmmo
om NH.~ hm mm.H mm om.H mmHoHHom cam m3MH mHqu>sb
mm «N.N vm hm.H mm h>.H wms mEHmmHHm mo muommmm HmmmH
5H oo.~ mm NH.~ Hm mp.H Husoo cH mchmHumma
vm mm.~ 0 mm.H mm Hh.H GOHpomumc mEHHo OHMHucmHom
mm mm.m mH H0.H mm v0.H mGOHmHomo pusoo

mfimumsm no cOHumEHOMcH mumwloulms
mm 0m.~ NH Hv.H Hm o0.H moqm©H>m

HMUHmmnm mquumosoo mmmmo can 3mH
Hummw cum: xcwm cums Hamm‘ cams EmuH EanoHnuzu

oammmna mmam mEHHu mnmm mpcmmcommmm HHH

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mm Hm.~ mm mm.~ HH o¢.~ wchma
Hm m¢.~ hm o~.~ 0H hm.~ mnoHHmHmu amasm
mm Ho.~ mv om.~ an um.~ moHuomum can mHmucmemwcsm .mumfimo
mm pm.m mq mw.m mm mm.~ noHHmoHHHuqmcH Hmcomnmm
hv pm.m mm m~.~ hm Hm.~ msHuo cmNHammuo
Hm mH.m mm m~.~ om mm.~ quuspHumaoo .m.p mg» no maonH>oum
mm mm.~ mm mH.~ mm mm.m mo mm: cam Huomnu .Hwamummo mace:
um mm.~ ow h~.~ Hm mH.~ mcoHumHmu HHHnseaooumoHHom
mm mH.~ Hm NH.~ mm Ho.~ mmonmnusumHo UHummaon
mm h~.~ mm HH.~ mm mm.H muoumHoH>
~muommmSm mnH>HHU MGDHM mo mcHszmm
ow on.~ NH m~.~ Hm hm.H Hoyuaoo uoHu
cam Uzouo How mUHgomu can mmmumuum
Mnmm1‘ cam: Mcmm cmmz xnmmr cams EmuH ESHSOHHHSU
OHMHMHB sum: mEHHU AmHm mucmwcommmm HH4 :

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mm h~.m aw mm.~ mm ~w.m mumsowqmn mo mm:
mm H~.m Hm. nm.~ Hm mm.~ szH HHH; coHumNHHMHHHamm
hm Hm.~ om nm.m om mm.~. *mmHoHnm> mcHuommmcH
ow Hm.~ hm Hh.~ aw om.~ unmamHsvm HMHoHHHo H0 mm: cam mumo
mm ~H.m mm mm.H mv mm.m *«HmoHonommm Ho mmHmHoaHum
mo mh.m 5v mH.N Hv mv.~ Hana “Ho mumonHo mo Hoswcou
we oo.m om mm.m. mv Ho.~ comma mo quHmmemm>cH
NH mw.~ HH n~.~ mv m¢.~ ewpmmm m mm moHumsm HmcHsHuo
om mo.m mH mv.~. we ~H.~ 3mH muanu HH>Ho
mH mm.m «H om.mv mv HH.~ Hue;

mOHHom ou umsnwm cmo HGOHMHO 30a m 30m
«H mm.” Hm ho.~ NH ow.~ pamaw>oumaHumHmm
xcmm cam: xcmm dams xcmm cam: EmuH EDHDUHHHSU

OHHHMHH amHm meHHu wam mucmmcommmm HHmAI

 

 

 

av , mn.~

mm V mm.~

 

 

 

 

 

 

 

 

 

mp 0m.m amazonm umHEmnuxm=
mo mm>Huomnno .Uonpme .mhoumHm
mm mH.m Hm mm.~ Hm mm.~ HmNmHmsummnm
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>0 om.m m0 0m.~ mm mm.~ ucmfimonomcm and COHpommmnH 3mH HODUHH
mm mm.m mm mm.~ mm mm.~ Hummmm ”mums
Hp mm.m Hm Hm.~ hm . Hm.~ coHummHumm>cH can Honusoo moH>
mo h~.m mm mo.m. mm Hp.~ mmnsomoonm ucmauHasoo HH>Ho
mm mH.m mm mu.~ mm mh.~ HmoHqueHuo
Hm mH.m Hp ,HH»m wm mp.~ oHomu umo H0 mm: m>Hpommmm
um H~.m om on.~ . mm Hm.~ maHHmHoch

on maHHMHmH monuomnm can mmHOHHom

 

gram :mmz

Manx cam:

Humm cams

 

 

onmmHm HmHm

 

maHHo amHm

 

munmmaomwmm HHH

 

EmuH aanoHuuso

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

be om.m Hp mH.m mp mo.m mmHoHHom .mmoHuomnm “mom
on mm.m om om.m Hp Ho.m mpameaum>om HmooH
.mumum .Hmumwmm mo mm0H>Hmm can mBmH
mm h~.m no oo.m on mo.m Hmmunsoo HHmHHHHz
Hm q~.m mm hm.~ mm mm.~ mconH>Hc
.muHcs ~m5mmusn mmmum can maHH mDOHHm>
av mo.m mm om.~ mm ~m.~ mcoHpmHmu mmmumumoHHom
om Hm.m Hm Hq.m hm om.m «*Ho mm: ~mmHoHHom .mmoHuomnm maom4>
mm H~.m on HH.m mm mm.~ mmHoHnm>
Honumm mom auHHHQHmaommmn m.HmOHmmo
mq Hm.~ m» NH.m mm mm.~ mmoHuumum mquumquseaoo HmcumucH
mp mm.m Hm mm.~ Hm mm.~ mumonmo moHHom you smHHmcm OHmmm
up ~q.m mm Hm.~ mm hm.~ mmuscmooum xmma
_ mamm cam: Hamm mum: xcmm cum: EmuH EanoHHH50
ommmmumanm mEHno anm mucmmcommmm HHH

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

mm Hm.m mm Hm.m mm mm.m mousuoooum
can monuomnm mconon can mcHHHMb
mm mH.m mu mm.m Hm m~.m H909 HOHuMNHHMHHHEmM d
an on.m mu mm.m om H~.m usmfiunmmmc may no mnoumHm
mp mm.m mm om.m an mH.m «HmumummmHo Hausumc
nuH3 mcHHmmw How mmnsnmooum 0cm mcmHm
ms mq.m mm nu.~, mm «H.m mmoHoHoom mo mmHmHuaHnm
sh mm.m m0 vo.m up NH.m mmchHmmm .muHHsomm HmchmuqH .HOHmHm>n5m
an m>.m mm «H.m 05 NH.m mo mm: .mmHOHHom .mmoHuomnm ucHHm moHo>
Hm m>.m mm Hm.m ms HH.m magnum m.ucmEHHmmmu may
mm H~.m up hm.m vb no.m mnmuume HH>Hu
v0 hm.m mu mm.m mm no.m cowuomHHv UHMHMHB
ng Gm 02 xdmm Hum 02 ngm GM 62 Emu. H SHDU HHHSU
owmmmmm anm mEHHmamMm V muzmccommmMHHHm

 

 

Hm>mH mo.o man an HcMOHchmHm**
Hm>mH Ho.o man an HcmonHcmHm«

 

 

 

 

 

 

 

mm NH.H mm mm.v mm mm.H mnHan mHoHououoz
mm mw.v mm 0m.v mm 0m.v mmusumUOHm mcHzoB
mm ~m.q pm HH.¢. hm oN.H mumHmoHocHsHuo
mancmymuso m.:oHumc 0:» mo mmHnmmanHm
vm mo.v 0m hm.m 0m 0m.m mcHHmmaHmcm
OHMMMHH mo mMOHuomum 0cm mmHmHocHHm
hm mH.v mm .oh.m . mm Hm.m mHmonmo moHHom How moHumEmnumz
mm oo.¢ «a Hm.m . Hm mn.m amHHoaoon Ho
muommmm HMUHmOHOHoom can HMUHUOHonommm
mm NH.¢ mm oq.m mm Hm.m ucmsuummmu

mnu mHOHucoo GHSHMHmHmmH Gnu 30m

 

mmmm ammz

xfimm cams

xdmm QMQZ

 

 

OHMMMHB ammw

 

mEHHU nmwm

 

mucmwcommmm HHm

 

EmuH EDHSUHuuso