AN ANALYSIS 0F POLICE PERSONNEL QUAUFLCMLONS
FDR DLFFERENT LEVELS OF FiESPONS¥B§HTY
EN MUNICLPAL flRGANEMTMEéS

Thesis fez the Degzee of M. S
MECHEGAN STATE ENEVERSIT’Y
L‘fiLHAM MELVIN {EGNDIE
1967

  
     

EHESLS

LIED/4. " Y

Mic}l‘guil ate
Univ ersity‘

 

AN ANALYSIS OF POLICE PERSONNEL QUALIFICATIONS
FOR DIFFERENT LEVELS OF RESPONSIBILITY
IN MUNICIPAL ORGANIZATIONS

By

William Melvin Condie

AN ABSTRACT OF A THESIS

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

MASTER OF SCIENCE

School of Police Administration and Public Safety

1967

Approved

 

ABSTRACT

AN ANALYSIS OF POLICE PERSONNEL QUALIFICATIONS
FOR DIFFERENT LEVELS OF RESPONSIBILITY
IN MUNICIPAL ORGANIZATIONS

by William Melvin Condie

The problem dealt with in this thesis is that of qualifications
of police personnel in different levels of responsibility within
a police department. It is hypothesized that persons occupying
different positions of responsibility within the department have
different qualifications which can be readily identified.

To test the hypothesis, it was assumed that there were differ-
ent levels of responsibility, as there had not been a study com-
pleted which established that fact. Thus it is assumed that there
are three levels of responsibility within a police department.

These are managerial, supervisorial, and operational. This is
the model upon which the study is founded.

The literature on personnel management was reviewed to ascertain
the varying qualifications and characteristics of personnel in
each of these three levels.

A case study was then conducted to ascertain those qualifications
of personnel working in a central Michigan police department. A
standardized questionnaire, published by Personnel Administrative

Service, was used to gather data, as were personal interviews

with personnel of the surveyed department.

The information gathered, identified different qualifications
of each level of responsibility within the department. These
qualifications are'identifiable and distinct for each level.

The results of the survey varified the information which is
contained in the literature and the definitions which had been
formulated prior to the research project.

Through comparison of the material gathered and that which
is contained in the literature, the hypothesis was validated,
although the research project was rather limited in scope.

There is a need to gather more data on the three levels of
responsibility, especially the managerial positions, through a

more extensive research project.

AN ANALYSIS OF POLICE PERSONNEL QUALIFICATIONS
FOR DIFFERENT LEVELS OF RESPONSIBILITY
IN MUNICIPAL ORGANIZATIONS

By

William Melvin Condie

A THESIS

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

MASTER OF SCIENCE
School of Police Administration and Public Safety

1967

TABLE OF CONTENTS

CHAPTER PAGE
I. THE STATEMENT OF THE PROBLEM AND IMPORTANCE OF THE PAPER.... 1

Assumptions ............................................... 4
Statement of the Problem .................................. 4
Importance of the Study ................................... 5

Scope of the Study ........................................ 6

Terms Used and Their Definition ........................... 7
Organization of the Remainder of the Study ................ lO
Sources of Data ........................................... ll

II. REVIEW OF THE LITERATURE ..................................... 12
Management Positions ...................................... 12
Summary ................................................. 36
Supervisory Positions ..................................... 37
Summary ................................................. 44
Operations Positions ...................................... 44
Summary ................................................. 54

III. METHOD OF DATA GATHERING .................................... 57
IV. REPORT OF THE STUDY ......................................... 61
Operations Positions ...................................... 62
Supervisory Positions ..................................... 65
Management Positions ...................................... 68

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .................... 72
Summary ................................................... 72

ii

Conclusions .............................................. 76
Needs For Further Study .................................. 77
BIBLIOGRAPHY ..................................................... 78

LIST OF TABLES

TABLE PAGE

I PATROLMAN EDUCATION .......................................... 56

iv

LIST OF FIGURES

FIGURE PAGE
I THE BOSS AND THE LEADER ...................................... 25

LIST OF APPENDICIES

APPENDIX PAGE
1 POSITION CLASSIFICATION QUESTIONNAIRE ....................... 83
2 MEMORANDUM, MARCH 22, 1967 .................................. 88
3 MEMORANDUM, MARCH 24, I967 .................................. 89

vi

CHAPTER I

THE STATEMENT OF THE PROBLEM AND IMPORTANCE
OF THE PAPER

In this time of vastly complex organization in a complex
society there are many different tasks which need to be performed
to have that society function. This has not always been the case
in the society of the United States as evidenced by the fact that
in the early part of this century most organizations were rather
small and were in many cases operated by one or two people. Even
in larger organizations there was no real distinction between
the work which was done by the "boss" and the worker.

All persons in the organization combined their efforts to get
the product or service to the consumer. There was no real division
of labor in these early organizations.1

Since the early part of the century, indeed even while many
organizations were not divided into specific levels of responsibility
to insure that the product or service was imparted properly and
promptly, such men as Frederick G. Taylor started to indicate that

there was a need to have different levels of responsibility within

1Lecture on Organizational Theory by William B. Storm, at the
Fourth Police Administration Institute for Air Force Security and
ISaw Enforcement Officers, University of Southern California, Los
.Angeles, California, January 13, l966.

an organization.2

It has been stated that where a service needs to be performed
which requires more than one person there is a need for some sort
of classification of duties.3

Modern industry has recognized that there is a need for differ-
ent levels of responsibility and perfonnance, and that it is really
vital to have these levels well defined. Dr. Earl Brooks, professor
of administration, Cornell graduate school of business and public
administration, reported that one hundred and fifteen executives
presented the idea that one of modern managements most important
functions is the effective delegation of work.4 He further states
that this is a subject of much preaching and not enough practice.
Some of the reasons given by these executives for non-delegation
of work are; experimentation and mistakes are too costly; most
subordinates are specialists and do not have broad knowledge which
is required to make many decisions; my people are not willing to
accept responsibility; I can get the work done faster myself; I

like to keep busy and make my own decisions; and others.5

 

2Ibid.

3International City Managers' Association, Municipal POlice
Administration (Chicago, Illinois: International City Managersr
Association, 196l), p. 124.

 

 

4Earl Brooks, "Get More Done Easier," Nations Business, 50:56
July l962.

 

51bid.

Through the growth of industry in the past 30-40 years, there
has been a distinct need to have people who can work with and manage
other people as well as materials, in order to get the tasks of
the organization accomplished.

Modern industry has grown very complex through expansion and
the addition of plants and divisions of labor. They have divided
their work into three major divisions. These are: management;
supervision, which includes foremen, and workers on the production
line who supervise the work of others; and labor, or the workers,
persons who actually perform the operations of producing the product
or the service for the consumer.

Police organizations in this country have also grown complex
along with the growth of industry. Industry has attracted many
people to one particular area and the town which was there has grown
to upwards of twenty times its size within a short period of time,
ten years or less. Along with this growth of the cities, the
problems of providing service by the city government has also
increased. This includes police services at all levels. i.e.
Patrolling, investigations, answering calls from citizens, handling
domestic disturbances, juvenile problems etc.

The small town police department of one to ten men has grown
to a large department of 50-l50 men or more and as with industry

there is a need for classification of duties.6

6International City Managers' Association, 199, git,

These duties have also been divided into three categories as
have the duties in industry. They are usually referred to as
management or executive, supervision, and operations or performance.

This thesis will be concerned with the levels of work from
the standpoint of characteristics of personnel who may occupy the

positions in each of the three divisions of work.

I. ASSUMPTIONS

In this paper the writer has had to assume that there is a
difference in the positions of management, supervision, and operations.
In this assumption the writer has had to describe the positions which
he is talking about. These descriptions are given under definitions,

below.

II. STATEMENT OF THE PROBLEM

Statement of the problem

 

It is the purpose of this study to (l) identify different
positions of responsibility within the police career area, and
(2) to identify qualifications of personnel who occupy those posi-

tions.

Hypothesis
The key hypothesis to be tested in this study is that there are

(distinct and identifiable levels of responsibility within the police

career area and that persons occupying each level have identifiable
and distinct qualifications which differ significantly from the

other levels of responsibility.
III. IMPORTANCE OF THE STUDY

With the increasing complexity of the modern city and the
corresponding complexity of the modern police department, it has
become increasingly more difficult to locate and hire personnel
who know how to manage these complex organizations.

Without an able manager-administrator, the modern police
organization will not be able to handle the multitudinal problems
which it is facing today.

The swinging of the pendulum of justice to the side of civil
rights, by minority groups and the judiciary, is making the police
responsible for many areas of community life not previously assigned
to them.

The lack of sufficient funds within police departments to
accomplish training of personnel to be administrators, to hire and
train competent patrolmen and to train supervisors, is causing
police departments to re-examine their personnel hiring, promotion,
pay and other areas. This has become necessary to attract qualified
personnel who might otherwise be attracted to industry or other

vocational pursuits.

This study is designed to assist the department to know how to

identify personnel who might be needed for the complex job which
the police now face and then select those people from the available
manpower resources within the nation who meet these.

It might be, after the qualifications of each position have
been identified, that personnel agencies for police departments
might have to go outside the police career area to get those persons
who will meet the required qualifications of the position to be
filled.

Police departments must strive to provide their respective
cities with the best possible service. This can only be done through
having personnel who can meet the rigorous demands of modern society

and the many problems which the police departments of today face.
IV. SCOPE OF THE STUDY

The scope of this research project will be limited as follows:

1. Police department training programs will not be reviewed.

2. Police executive development programs will not be studied
as they pertain to development of personnel and not to qualifications
which are needed for a managerial position.

3. The literature reviewed will be that literature from the
fields of personnel management, business, and policeI The police
literature will be primarily periodicals, however some books are also
pertinent. Business literature is in the form of periodicals which

deal with personnel, while personnel management literature is

primarily books.

4. The writer has constructed definitions for this paper which
have not been researched or developed from empirical study. These
definitions must not be construed as binding upon the position being
described.

5. A standard questionnaire published by Personnel Administrative
Service will be distributed to a medium sized police department in
central Michigan for the purpose of ascertaining the characteristics
necessary to fulfill the various positions of responsibility within
a police department. This questionnaire will elicite from persons
occupying positions of responsibility what they consider should be
the qualifications of persons occupying that position, not necessarily

the qualifications of the incumbent.
V. TERMS USED AND THEIR DEFINITION

This study will be concerned with three levels of responsibility
or positions. These positions are management or managerial, supervisor
or supervisorial, and operational or worker. (The person actually
doing the work).

The following definitions will be used for this study.

Managerial '0r manger
A person who is responsible for the efforts of others. He makes

decisions with regard to policy of the organization, procedures to

be followed by organization personnel in their daily activities and
production endeavors. He is a public relations man, being one of
the organization members who is primarily interested in what out-
siders think of the organization and trying to influence their
thoughts in a positive manner. He is a director in his work, making
certain that those working with him know what is expected of them

in the accomplishment of their job. He gives assistance and advise
to subordinates and coordinates his activities with those of other
managers within his organization and outside his organization,

which will affect the goals which he is trying to attain.

He is a person who must be concerned with the financial re-
quirements of his organization and insures that cost is not prohibitive
for the program which he wants to follow. He must continually evaluate
the actions of others as well as the product or service which his
organization provides.

He must continually plan for himself and others so that they
and the organization move toward their determined goals and are not
distracted from that goal. These plans will be long range as well
as short range plans which will meet the majority of the situations
which he or the organization may face.

He is responsible for insuring that the correspondence which
enters or leaves the organization is handled in an expeditious
manner. He must interpret what incoming correspondence says and

convey clear meaning in outgoing correspondence.

He has generalized skills which are not related to a specific
job, but which have been developed over a long period of time. He
is a person who has the desire to achieve, the drive to get ahead
both socially and in the job, is decisive and has a fear of failure.
He is adaptable to a great variety of positions not only the position
which he occupies in the organization where he is employed.

Managers are restricted to that group who are grouped reasonably
near the pivotal point between stockholders and workmen, comprised
of presidents, general managers, production managers, office managers,
sales managers, and the heads of several departments directly re-

sponsible to the above.7

SuperviSOrial or sUperviSor

 

An individual who is directly responsible to the manager for
carrying out the policy of the organization and implementing the
decisions which have been made. He in turn must make decisions
to pass on to the persons whom he supervises and who are performing
the work of the organization.

The supervisor must have detailed intimate working knowledge
of the tasks to be performed so that he will be able to make cor-
rections when there is error in job perfonmance. He checks the work

of his personnel on a regular basis, daily or several times daily,

 

 

7Enoch Burton Gowin, The Selection and Trainin of The Business
Exchtive (New York: The Macmillan Company, |9|85, p_TO.

IO

and must be able to assist in the event there is an emergency with
which his workers must cope.

The supervisor also represents the workers to management and
carries their problems and suggestions to those who need to make

decisions which will affect the organization in part or in toto.

Q_perational or worker

A person who performs a particular function within the organization
to which he is assigned. This operation is one of the basic func-
tions of the organization.

In this paper it will be the patrolman on the street who is
performing the function of traffic patrol, vice control, patrol
duties, etc. within the police department. He is at the lowest level
of responsibility within the organization and generally has no super-

visory responsibility.

VI. ORGANIZATION OF THE REMAINDER
OF THE STUDY

The remainder of this study will be diVided into chapters as
f0] 1 ows:

Chapter II will be a review of the literature of personnel
marIagement; business literature having to do with personnel, especially
pe Y‘sonnal qualifications of different levels of responsibility and
0? police periodicals and books which deal with characteristics of

PeY‘sonnel in different levels of responsibility.

ll

Chapter III will be a description of the research project and
how it was conducted.

Chapter IV will be the recording of the information which was
obtained through the research project, and an analysis of that
information.

Chapter V will consist of a summary of the study and develop-

ment of conclusions with recommendations for further study.
VII. SOURCES OF DATA

The primary sources of data will be (l) police, business, and
personnel management literature contained in the Michigan State
University Library including the business library in Eppley Center,
and (2) the data gathered in the emperical research project in a

central Michigan Police Department.

CHAPTER II
REVIEW OF THE LITERATURE

This chapter will review the literature dealing with qualifica-
ti ons of personnel in different positions of responsibility within
organizations in the United States. These organizations are not
only police departments, but include industrial organizations

and other business establishments which have a division of labor

and various levels of responsibility.

The material used in this chapter includes books in personnel
management, police operations, and personnel placement. Periodicals
from the police service and from business organizations were also

used to gather data for this review.

The writer will discuss the literature in three primary areas.
These are: management, supervision, and operations with emphasis
on the qualifications which are deemed necessary for persons occu-

pying one of the three positions mentioned above.

I . MANAGEMENT POSITIONS

The traffic Institute at Northwestern University, in a train-
an bulletin, has stated that a state superintendent of highway
Patrol should (1) have extensive knowledge of techniques of traffic
enforcement, arrest, court procedure, criminal and traffic laws

(2) thorough knowledge of various state, federal, and local law

l3

enforcement agencies, (3) exceptional ability to organize and
direct statewide programs, interpret laws, exercise mature judge-
ment, develop and maintain cooperative relationships with other
law enforcement officials, (4) be a graduate of high school and
have some special training in traffic and criminal investigation
or have extensive experience in law enforcement or related fields.1

A captain of state highway patrol operations should have
these qualifications: knowledge of supervision, effective personnel
practices and procedures, enforcement planning, traffic direction
and control. He should additionally have knowledge of coordination
methods, teaching techniques and training methods, rules and legis-
lative acts which regulate the highway patrol and have at least
one year as a lieutenant in the past two years.2

Alden Sypher, editor of Nations Bu$iness, points out that five

 

executive skills which are most needed in business are: (l) the
ability to be flexible and adapt to accelerated change, (2) the
ability to be imaginative and to innovate, (3) proficiency in con-
trolling and reducing expenses, (4) the ability to mobilize and
motivate men, or self reliance and (5) skill in coordinating and

coorelating forces within and outside of the company. This last

 

1The Traffic Institute, Northwestern University, Sample Job
Description 9f_State Highway Patrol Personnel, Training Publication
(Reprint) (Evanston, Illinois: The Traffic Institute Northwestern
University), p. 2.

 

 

 

 

21mm, p. 11.

l4

point has to do with competing for personnel for your organization.3

Mr. Sypher has further pointed out that a manager must be
flexible in his actions and relationships, he must get results and
he must have vision to anticipate what the needs of his organization
will be in the future. He explains that business suffered a "slump"
because managers, prior to the slump in 1957-58, did not look ahead
and anticipate that there would be a rapid technological change or
anticipate the modern corporate organization, the growth of executive
development and the introduction of the professional business
manager.4

In another article in Nations Business, it states that a
successful executive (manager) has integrity; the ability to foresee
change and prepare for change; self-insight and the good sense to
recognize his limitations; genuine ability to lead and to command
the loyalty of others; and that he has the ability to see problems
and challenges in the round, and is not blinded by the seperate
parts of the situation.5

David G. Moore has broken managerial ability down into three

 

3Alden H. Sypher (ed), "Executive Skills We Need Most;" Nations
Business, 49:38-39, February,l96l.

 

4Alden H. Sypher (ed), "Wanted Now: These Executive Traits,"
Nations Business, 47:34-35, April, l959.

5Alden H. Sypher (ed), “What It Takes To Be Successful,"
Nations Business, 5l:66-68, June, l963.

l5
areas. These are: the intellectual, the psychophysical, and
social aspects.

Under the heading of the intellectual, he states that a manager
should have conceptual ability; decision ability; a knowledge of
structure, primarily of organizations, but also of interrelation-
ships and properties of the phenomena with which the executive deals.
This last point is further amplified by Mr. Moore when he states
that this knowledge cannot be obtained from a book, although a
manager can gain from schooling and books, analytical and learning
skills which will allow him to gain quickly the knowledge required
in his position.

In the area of psychophysical, Mr. Moore states that the
manager must have work orientation or the channeling of energies
effectively into work; he must work because he likes to work and is
not readily distracted; he must have self-image, he views himself
as being a mature, responsible, serious minded person; he must have
aggression, not the bully variety, but a cool quiet confident
aggression which has as a basis the fact that his ideas are just as
good as anyone elses.

In the third area which Mr. Moore discusses, that of social
aspects, he states that the manager should have good personal
relations or the ability to work cooperatively with others and not
get emotionally involved with subordinates, and should have social

mobility. Social mobility is described by Mr. Moore as being

16

a desire on the part of the person to want a higher position and the
seeking of that position.6

Mr. Moore in another article states that a manager is a creator
of ideas about reality as he sees it.7

Earl Brooks specifies that an executive or manager must be able
to delegate work. He states that delegation is the process of es-
tablishing and maintaining effective working arrangements between
the manager and the people who report to him, and the results are
mutually understood. He further states that a manager needs re-
sponsibility, that is, the agreement to perform specified services
for others. Another characteristic of a manager mentioned by Mr. Brooks
is that he has authority, or the permission to act for the organiza-
tion within specified limitations. A final qualification is that
a manager be accountable to ascertain whether or not he has accom-
plished the objectives and goals of the organization.8

In its book on Municipal Police Administration, 1961 edition,
the International City Managers' Association states that the selection
of a police chief should be made against standards established by

the chief executive officer of the city. These standards however

 

6David G. Moore, "Keys To Executive Success: Why Some Win,
Others Lose," Nations Business, 48:48-54, October, 1960.

 

7David G. Moore, "Keys To Executive Success: What Decision
Makers Need," Nations Business, 48:90-92, November, 1960.

 

8Brooks, op. cit., p. 60.

l7

sliould include experience of the candidate, education to handle the

tasks and, as implied, good character. The Association also points

(DlJt that the person hired as a police chief does not need to come

firom the same department, and they mention that at least twenty-

cnne cities in the United States have hired from outside their city.

lhnong these cities are: Chicago, Illinois; Pasadena and San Diego

(Salifornia; South Bend, Indiana; Flint, Michigan; and Greensboro,

North Carolina.9

Brady states that the American executive must do a lot of

iritelligent reading, needs more of a well rounded education to

keep abreast of analytical and scientific skills, needs to have a

"'Feel“ for the business he is in, must respond quicker to the ever

irwcreasing pace of change, must have a sharper conception of goals,
IHlJSt have more financial acumen, will need to be a generalist who

‘is; not wrapped up in special tasks, must be more disciplined and
intensively schooled, and must be able to analyze the information
Which he received.10

In another article, Brady points out that the manager, primarily

tFTEB chief administrator, should be one who knows how to select

I>€Et"s;onnel for his organization, can direct the affairs of the

 

 

9International City Managers' Association, pp, 513,, pp. 153-154.

_ 10Raymond J. Brady (ed), "The Changing American Executive,"
W Review and Modern Industry, 83:38-40, January, 1964.

 

18
piceasent and has the ability to coach, coordinate and direct the
members of the top management team.”

Harleston R. Wood, president of Alan Wood Steel Company says
one of the dangers of a top executive is "It's too easy to get into
the habit of spending time on routine, recurring problems and of
keeping informed in too much detail of the company's routine activ-
‘it'iesJ'12

From this statement it appears that the chief administrator
$11<3u1d not get too involved in the routine tasks of the organization,
tatrt save his time for other activities such as those mentioned by
blr‘. Brady in his article on "The Job of Being President."

Jennings states that "technical competence counts less than
general administrative knowledge. This tendency grows sharply with
movement toward the top."13 He further states that those who are
working immediately subordinate to the chief administrator should
be predictable, able to rescue the boss from his mistakes, and not

try to take the bosses job, by being content in second place.14

Cerami says that as an administrator or manager you must be

1Raymond J. Brady (ed), "The Job of Being President," Dun's
lisflzjjgg and Modern Industry, 81:26, March, 1963. ""

 

121bid., p. 27.

B - 13Eugene Emerson Jennings, "How To Satisfy The Boss," Nations
~—3Ei111§§§, 49:40, October, 1961. . ————————

14Ibid.

19
ab'l e to find out what your people really think and not only what
they think you, as the boss, want to hear. He also points out that
tfliee boss is insulated from others by those whom he selects to advise
tuitn. The boss must be able to get to the full facts by asking
questions which will bring out the reasoning which subordinates have
used in arriving at the recomnendations which they make. To do this,
r41“. Cerami states that the manager must have the ability to mask his
(avvrl opinion so that others can give their own recommendations, not
what they think the boss wants to hear.15

U.S. News and World Report, in an article in 1965, made the
fia'llowing observations: Career men with professional or technical
training get to the top in business and the majority are not from
wealthy families or from families who have been in that business
[)r"ior‘to the attainment of the topmost position. These persons are
usually college graduates from middle income families, nearly half
have had training in engineering, chemistry, physics, or other
science. They have come through the ranks of management rather than
professional or specialized lines of work.16

Clarence Randall, retired chairman of Chicago Inland Steel

Company in an article written for Time Magazine, states that the

 

 

. 15Charles A. Cerami, "Find Out What Your People Really Think,"
m; Business, 49:74-79, March, 1961.

16George Bolton and Charles M. Platt (Business Editors) "Who
Get"8 To The Top In Business," U.S. News'And World Report, 59:88,
July 12, 1965.

 

20

manager should have regular news conferences to learn what is going
on around him and to keep current. He should make his views known to
those outside his organization who will have an influence on public
affairs and the affairs of the organization. Mr. Randall further
states that the manager should subject himself to round-table question
and answer periods so as to get questions which his immediate sub-
ordinates will not ask him. This is to know the reactions of the
public to organization policies, and that the manager should frequently
accept speaking engagements at colleges and universities with sub-
sequent question and answer periods.17

Dale says of an executive that he must have the skills of
management, i.e. planning, organizing, staffing, directing and
controlling. That the line manager is a generalist who can hire
specialists to get the facts for him, and that he is a human rela-
tions expert.

In addition, Dale says that the manager must get involved in
the business of the company, that he must be an innovator, that he
should listen with earnestness to disagreements, that he must be
Table to understand the language and concepts of science, that he
Inust not consider himself apart from those persons or things which

are being managed and that he should place less emphasis on dele-

1781arence Randall, "The Cloistered Chief," Time 88:68-69,
July 20, 1962. —"

21

gation.18

Writing in 1948, Henry drew a comparison between the manager
and the worker when he said that the man on the machine can be taught
his skills with relative ease. That once learned these skills would
stay with the man for as long as he worked that machine, with little
or no further mental effort required on his part.

The man in a managerial position has quite a different situation.
Skills for his job are non-specific but are rather general and take
a long time to develop. These managerial positions require certain
characteristics. Henry lists these characteristics as follows:

1. The desire to achieve, not the fact that they are really
proud of the final product but that they are having something to do
with its production.

2. Mobility drive; they feel that they need to move upward at
the same time they are doing something.

3. Social mobility drive; they need a bigger house, a better
car and a need to belong to a more prestigious club as they progress
up the ladder within their organization.

4. They have respect for authority, i.e. the police, the chair-
Inan of the board, etc.

5. Decisiveness, the ability to make decisions. It doesn't

Inatter what decisions but that he made one.

18Ernest Dale, "Executives Who Can't Manage," Atlantic Monthly,
210:58-62, July, 1962.

22

6. A strong feeling of assertiveness, emotional orientation
toward activity.

7. A fear of failure. An apprehension that all will not be
vvesll tomorrow and that he can do something about it.

8. Practicability or a strong reality orientation.

9. He must be a man of vision. Being too practicable may cause
di fficulties.

10. He has left his parents. By this Henry states that the
manager has broken the binding ties to his parents, that he can
make his own decisions and not have to rely upon his parents. He
should not be estranged from his parents, but able to stand on his
own two feet.19

Donald and Eleanor Laird give several rules for leadership which
describe characteristics of a manager. These rules are:

1. Ask questions to win cooperation; ask others their opinion,
ask them to do little favors, questions sell products, bosses tell
their people while leaders ask them to do certain tasks, questions
can get people to talk and give suggestions to improve the company.

2. Be brief to clear up trouble: let the other fellow talk and
listen while he is talking.

3. Confident bearing to control others.

 

19William E. Henry, "Executive Personality and Job Success,"
Mnnel Series Number 120 (New York: American Management Asso-
Clation, 1948), pp. 4-10.

23
‘4. Directness to reach into other peoples minds; notice others
and talk directly to them, look at them while speaking.

5. Earnestness to arouse enthusiasm; talk and act as if you
meant it, not in a way to arouse antagonism but with friendly
earnestness.

6. Friendliness to overcome opposition.

7. Good finding to mobilize ability; fault finding plants
negative ideas and attitudes while good finding does just the opposite.

8. Harness criticism in a way to win appreciativeness; criticize
those who need it but do it properly, criticize in private, be
friendly about your criticism, give some praise first to take out
the sting of the criticism and approach criticism through the persons
self interest.

9, Increase others self-esteem to cultivate loyalty; it's how
well the job is done which is important, by leaving a person think-
ing well of himself he will be more liable to adhere to your wishes
and directives.

lO. Jingle praise to secure the best effort. Will Rogers was
developed into the great showman he was by the fact that one man
praised him when he was going to relieve him of his job. This made
the difference between just another cowboy rope twirling act and
"The Cowboy Philosopher." Look for little things to praise.

Often praise which builds a person has to come from a stranger. To

emphasize this point of praise, John Reason, a Scotch factory engineer

24
in Toledo, Ohio wrote this poem:

He never spoke or knew our name

As he rushed by in search of fame.
He had no rules as we could see

To care a bit for you or me.
He always had a big complaint

When face to face with sinner or saint.
He never cared how much we tried,

A chance for us was soon denied.
He bargained for some expert who

Knew a darned sight less than me and you.
He spoiled our pride and then our work,

From top mechanic to humble clerk

His reward was loads and loads of trash,
And when his bubble went to smash
He let off with a fiendish cry 20
And blamed it all on you and I.
11. Know your people to generate harmony; when the boss doesn't
know his men they feel like worms, fifth wheels or the forgotten
man. With the growth of organization and the physical impossibility
for the boss to know all the men, it is important for subordinate
managers to know those who are working for them.
12. Are you leading or driving; farm boys are usually the best
leaders because they are self-reliant, more ambitious and used to
working long days.21

H. Gordon Selfridge, a Michigan farm boy who made good, presented

a list of factors to differentiate between a “boss" and a "leader"

 

20Donald A. Laird and Eleanor C. Laird, The Techniques gf_Hand1-
jjfil Peeple (New York: McGraw-Hill Book Co., 1943), p. 122.

 

2'1bid., pp. 1-132.

25

to his London staff.22 (See Figure 1)

 

Ihg_Boss The Leader
Drives his men Coaches his men
Counts on authority Gets their good will
Keeps them guessing, fearful Arouses their enthusiasm
Talks about "I" Makes it "we"
Says "Get here on time" Gets there ahead of time
Finds blame for breakdown Fixes the breakdown
‘Knows how it is done Shows how it is done
Makes work a drudgery Makes work a game
Says "GO!" Says "Let's 90!"

FIGURE I

Figure I identifies some characteristics of a good manager, such
as coaching or teaching his men what they are to do, seeing to it
that the men are motivated to do the work, sharing in the responsibility
and credit for the work which is accomplished, makes work a pleasure
and sets an example for his men to follow. These are contrasted with
characteristics of a pusher or a poor manager and were found to be
rather effective in business.

Enoch Gowin identifies several characteristics of a business
executive which apply to managers at any job. These are:

l. Organizer; ability to detect weak points in the present
organization, the ability to look ahead and provide for future needs
and the ability to locate and build resources for hiring a better

than average applicant.

 

221bid., p. 139.

 

26

2. Analyst; ability to judge men with limited opportunity to
observe them, ability to recognize limitations of men, and ability
to recognize possibilities in men.

3. Executive; qualities of leadership, ability to handle men,
ability to secure loyal service and the best ability of each sub-
ordinate, and the handling of the working force to the greatest
adiantage for the most effective and efficient service.

4. Educator; the ability to provide training for people of
promise to fill positions of greater responsibility, and the ability
to insure that each person has the knowledge necessary to perform his
duties.

5. Education; he has sufficient to enable him to meet intelligent
men on an equal footing, sufficient to make him a trained thinker,
sufficient to make him successful by the use of his mental equipment
combined with hard work.

6. Experience; executive type experience, preferably in a large
organization in a capacity where he has been responsible for results
based upon his own ability as an organizer.

7. Character and personality.23

Gowin further reports that 276 businessmen rank-ordered traits
of executives with education and experience being excluded. This

rank-order was: first, judgement; second initiative; third, integrity;

 

23Gowin, pp. mu pp. 35-36, citing J. v. Fisk,'Retail Sell-
ing_(New York, London: Harper Brothers, 1916), pp. 257-258.

 

27
fourth, organizing ability; fifth, health; sixth, perseverance;
seventh, aggressiveness; eighth, open-mindedness; ninth, cooper-
ativeness; tenth, competitiveness; eleventh, control of emotions;
twelfth, refinement; thirteenth, appearance; and fourteenth, sense
of humor.24

In speaking of experience, Gowin states that in the development
of it's principles of management, the cooperation is not restricted
in its own necessarily limited experience. He presents the fact
that outside of that organization are competitors and corporations
whose personnel are quite as alert as yours and whose contributions
to developing the science of management only the shortsighted and
surface thinker will ignore on the pretext that "our business is
different."25

N. H. Daniels uses a different approach to the qualifications
of managers when he states what they should ngt_be. He says a
manager should ngt_be self-opinionated, slow, stubborn, very short-
sighted mentally, or apt to spend all of his time on details. That
he should not waste time on how to do a rush project, but that he

should do something.26 This last statement pertains to an experiment

 

24Ibid., p. 45.
25Ibid., p. 121.

25M. H. Daniels, "What Constitutes a Good Manager?" Industrial
Management, 62:329-333, December, 1921, as reported in The Modern
Executive, compiled and edited by Daniel Bloomfield (New York:
H. W. Wilson Co., 1924), pp. 105-115.

 

 

 

28

which was conducted wherein junior executives were given a problem
to solve and given a time limit in which to accomplish it. The
manager then checked informally after fifteen minutes had lapsed to
ascertain what each of his subordinates had done. He found that some
had done nothing because they were trying to plan how to do the job.
These were not considered good managerial material. The persons who
had started to do something, even though not really organized,
were far more likely to solve the problem or at least achieve a
partial solution. They would arrange the material after it was
gathered. These latter subordinates were considered better managerial
material.27

Daniels also states that a good manager will do his job, then
look for something else to do. He will use tact and he will have
some education. He says that there is no specified amount of education
needed, nor is scientific training necessary. Neither of these two
will interfere with the managers ability to manage.28

Daniels further states that there are dangers of being a success
in managing. These may be that a man only cultivates friends to
enhance his move upward. He may become a snob or have a "swelled
head," and that one of the signs of swelled headedness prior to success

is the symptom of being "restrainedly cocky."29

 

27Ipia.

 

28Ibid.

 

29ibia.

 

29

David R. Craig and W. W. Charters state that personal leadership
in industry requires forcefulness. A part of this forcefulness is
the (1) giving of orders; if orders are given by asking instead of
ordering, and including yourself in these orders it will generally
. get better results. Explaining of orders clearly, this would include
reasons why the order is given and the fact that you as a manager
should not ask too much of your workers. (2) Seeing that the orders
are carried out. Follow-up, see that decisions once made are followed,
call attention to mistakes and don't threaten unless the threat can
be carried out. (3) Establishment of an atmosphere of industrious-
ness. Be business-like but avoid solemnity and grouchiness.
(4) Knowing what is going on. Watch the men and their records, talk
with the men and get a reputation for knowing what is happening in
your business. (5) Have the right balance between sterness and
familiarity. Study the individual for signs of excessive leniency.
Such signs as interest in the bosses personal life and private
affairs, sulking when reprimanded, and laxity in carrying out orders.
There are also signs of excessive harshness displayed by employees.
Some of these are, avoidance of the authority figure, outright dislike
30

of the authority figure, and stubbornness on the part of the employee.

Craig and Charters further point out that a leader must have the

 

30David R. Craig and W. W. Charters, PerSOnal Leadership In

Industry (New York and London: McGraw-HillTBOOE Co., 1941) pp. 18-37.

 

30
the confidence of his men so that they follow him in times of crises.
They indicate three ways that this might be done. First, the leader
should show respect for his men and for himself. Second, the leader
must be impartial and show no favoritism. Third, the leader must
exercise self-control and never allow his temper to get the best
of him.31

Other qualifications mentioned by Craig and Charters are
intelligence and skill, teaching ability, health and nervous strength,
kindliness, fairness, and sensitiveness to the reaction of subordinates
directly responsible to him.32

This book, which Craig and Charters have written is for the leader,
and the immediate subordinate of that leader who might be considered
a manager, and discusses at length some of the characteristics which
are necessary for managers to have.

Ray Killian gives the following characteristics as a profile
of an effective leader, which could be applied to a manager.33

1. Leaders must maintain respect.

2. Leaders work effectively with people.

3. Leaders are responsive to the needs and desires of others.

4. Leaders are knowledgeable.

 

3IIbid., pp. 39-40.
3216id., p. 16.

33Ray A. Killian, Managers Must Lead (American Management
Association, The Comet Press, T966), pp. 28-31.

31

5. Leaders possess superior motivation.
6. Leaders are inspired and enthusiastic.
7. Leaders tap and utilize every resource.
8. Leaders capitalize on the organizational environment and
the leadership of others.
Raymond Schuessler, in discussing the health of executives,
states that they are not really healthy.
"At 45 he becomes obese, bald and fatigued, diseases are
beginning to appear. However, his preoccupation with work
continues and the psychological drive to achieve is the out-
standing feature of his philosophy. This has a tendency to make
him ignore the warning signs of disease. He is a man of
achievement, of tensions, of economic security, and fatigue."34
Schuessler further states that the executive eats and drinks
too much, probably because he does not eat alone. His business
usually requires luncheon and dinner engagements where the executive
does not watch what he is eating or drinking, thus being a significant
factor in his poor state of health.35
Roy Alexander, the editor of Time Magazine, has stated that
companies are not looking for nice guys but are looking for those
known as achievers. In addition to being achievers the men they hire

'should be those who are presently contented in their job.36

 

34Raymond Schuessler, "Anatomy of Executive Health: How to
Preserve a Most Valuable Product," The American Mercury, 89:43,
October, 1959.

35Ibid., p. 44.

36Roy Alexander (ed), "Executives: Search For The Proven Man,"
Ijgyg, 86:78-79, August 6, 1965.

32

Herbert L. Brown Jr. reporting the results of a survey of a
large public service field, wherein men in the highest position were
asked to give what they considered the most important qualities for
success, gave these qualities.37

1. Ability to see the whole picture.

2. Unusual understanding of people.

3. Unusual ability to live with pressure jobs.

4. Administrative experience in the field.

5. Line experience in the field.

6. Ability to handle the many technical aspects of the job.

7. High intelligence.

8. Line experience at a lower level.

9. Administrative experience at a lower level.

10. Central office administrative experience.

George Munn has stated that higher education is the "royal
road" to business success in America today. He states that it takes
less time to get to the top with more education.38

Munn also identifies some characteristics of leaders. Some of
these are: intelligence, but not necessarily genius; devotion of
Inore than usual energy to the job at hand; the ability to pick out
essential features of most tasks; have few hobbies; takes few non-

business inspired vacations; their only outside interest is in the

 

37Herbert L. Brown Jr. (ed), "Better Managers Needed," Changing
Times, The Kiplinger Magazine, 14:15 June, 1960.

'388eorge Munn, "If You Want To Be A VIP," Science Digest,
40:1-6, July, 1956.

 

33

field of public service. (Serving on hospital boards, charitable
fund drives, etc.) Also easy relationships with people; does not
deliberately knife a rival; and is emotionally aloof.39

Alan Harrington says of executives that they are:

1. Men with imaginative, shrewd analytical minds.

2. Thorough men who act quickly, soundly and effectively.

3. Thorough men who are interested in hard work, profits and
keeping ahead in competition. They call for continued prosperity.40

Harrington further points out that executives are judged ac-
cording to intelligence, motivation, relationships, administration
and knowledge. He states that each of these items has an innate
and acquirable facet which must be considered when hiring employees.
The company should hire only those applicants who possess superior
intelligence, exhibit extraordinary motivation, and indicate promise
in the area of relationships.41

The executive is effective in arranging, channeling, disposing,
traveling, and consulting. The only thing he does not do is produce.42

Administrator qualifications are:

 

39Ibid., p. 6.

40Alan Harrington, "The Executive Man: Success by Imitation,"
Atlantic, 204:38, July, 1959. '

“Ibid.
421bid., p. 40.

34

1. He has the talents of a cork. He has no idea to burden
himself, but can bob around in rough water while others sink or are
dashed against the rocks by clinging to their ideas.

2. The absence of creative ability. He is not tied to anything
of beauty. His only concern is the organization.

3. He has a remarkable talent for staying out of trouble.

Fka never identifies himself emotionally with a project. He always
goes by the book.

4. He is adept in a nice way of credit grabbing. He does this
by! stating "we" have done something when he has not really done any-
thing on the project.

5. He has a form of intelligence others do not have, they can
keepi'their eye on the ball and follow the project to a logical
conclusion.

6. He understands the relative value of things and the importance
0f people.

7. His experience is primarily learning how to behave.43

:J. M. Thaxton describes staff qualifications as coordinator,
trouble shooter, negotiator, investigator, and counselor to bring
about: understanding between people.44

¥

431mm, p. 41.

A440. M. Thaxton, "Use of Staff Personnel," Police Management 9:;

§EE§§3£1§9ry_and Administrative Personnel (Springfield, Illinois:
Char es C Thomas, 1963), p. 15.

35
The staff man should like people, possess ability to handle
difficult human situations, be able to adjust to his surroundings
quickly, be patient, persistent, willing to remain in the background
and loyal to his superiors. He needs a wide range of practical
knowledge, not expertise in one field.45
V. A. Leonard states that the technical job of managing requires
a very high order of intelligence and administrative ability.46
Monson and Barton report that when President Eisenhower was
interviewing Ezra Taft Benson to be the Secretary of Agriculture,
he said: "A man with great moral principle is a great man, but a
man with knowledge and no moral principle is only a clever devil."47
They also point out that the development of the fourfold
nature of man (physically, emotionally, intellectually, and spirit-
ually) leads to the likelihood that man will become a person of
integrity, a person capable of leadership in a democracy.48

Another point made by Monson and Barton is that a short man,

because of his shortness and trying to compensate therefore, will at

 

45Ibid., p. 41.

46V. A. Leonard, Police Organization and Management (Brooklyn:
The Foundation Press, Inc., 1951), p. 53.

 

47Leland H. Monson and Clinton W. Barton, Character and Leader-
ship (Salt Lake City, Utah: Deseret Book Co., 1964): p. 11.

 

48Ibid., p. 12.

36

times become pugnatious. They say that anger is far more often a
dominant characteristic of a small man than a tall man. They also
admit that there are exceptions to this statement.49
0. W. Wilson states that characteristics of a good executive
which are essential for good performance are: sound judgement;
decisiveness; physical and nervous energy; strong character; and the
ability to convince, inspire, and to maintain confidence, enthusiasm,
and interest--and that the man must himself be inspired to serve
his community unselfishly.50
Scott and Garrett identify the following characteristics of
a leader; integrity, knowledge, courage, decisiveness, dependability,
initiative, tact, justice, enthusiasm, bearing, endurance, and un-

selfishness.5]

Summary

There are several qualifications of a person who is a manager
as identified by the authors referred to above. These qualifications
appear to be oriented toward leading others and managing material.
There does not seem to be any one characteristic which is more

important than another. The lists which have been presented tend to

 

49Ibid., pp. 13 and 16.

50O. W. Wilson, Police Administration (New York, San Francisco,
Toronto, London: McGraw-Hill Book Co., 1963), p. 136.

 

5'Clifford L. Scott and Bill Garrett, Leadership For The Police
Supervisor (Springfield, Illinois: Charles C Thomas, 1960), pp. lO-l4.

 

37
vary the qualifications depending upon which group of executives was
asked to rank order or name them.

Almost all agree that intelligence is important as well as
knowledge of the methods of administration with some experience in
the field. Education as such is not considered vital to the manager
though those with more education tend to rise to managerial positions
more rapidly than those with lesser education.

Qualities of patience, knowing the worth of people, ability for
delegation of work, judgement, interest in the supervisor and worker,
ability to keep long range goals in sight and to see the whole picture,
motivation toward the organization, knowing about organizations and
how they function, self-control, maintaining balance within the
organization, the need to keep busy, knowing how to express himself,
decisiveness, practicability, assertiveness, respect for authority,
being able to let others attend to small details while he looks after
the organization as a whole, cooperativeness, having emotional
stability, being responsible, maturity and organizing ability are

also mentioned as being important to the manager.
II. SUPERVISORY POSITIONS

The Northwestern Traffic Institute, in a training bulletin,
states that a sergeant on a state highway patrol force should have
thorough knowledge of laws, ordinances, investigative techniques,

evidence, criminal law, court procedures, first aid, mechanics and

38
techniques of arrest, and how to coordinate with other law enforcement
officers. That he should have at least three years of full time
employment as a highway patrolman or trooper in the department and
have performed satisfactorily.52

In addition to these requirements, the sergeant should have
knowledge of supervisory techniques, effective personnel practices
and procedures, law enforcement planning, and traffic direction and
control.53

A lieutenant in the state highway patrol should have the same
basic qualifications as the sergeant except that he should serve two
years of the past three as a sergeant.54

A. C. Germann states that:

"Supervision is a key factor in the achievement of effective
police performance--and the sergeant of police is the corner-
stone to the supervisory edifice, for without his highly
motivated performance, thfisggency will soon become debilitated,
and personnel frustrated.

Germann further defines supervision as "the sum total of all

techniques used to get people to perform acceptable work."56

 

52Northwestern Traffic Institute, 92} 913,, pp. 7-8.
53Ibid.
54Ibid., pp. 9-10.

55A. C. Germann, Police Personnel Management (Springfield, Illinois:
Charles C Thomas, 1958), p. 203.

 

56Ibid.

 

39
Some of the personal characteristics which Germann identifies
for supervisors are:57
1. Not use threats.
Knowledge of the techniques of leadership.

Intelligence and understanding.

DOOM

. Trained in human relations.

5. The ability to handle people.

6. Have a potential for further growth, "...The skills and
techniques of supervision are quite different than the skills and
techniques of the line position..."58

7. Decision making ability.

Another skill listed by Germann is that of counseling of
employees. He states that to be a counselor, a person should have
knowledge of philosophy, theology, psychology, sociology, anthropology,
biology, physiology, and the techniques of directive and non-directive
counseling.59

The National Foreman's Institute reports that the supervisor,
as a conference leader should:

1. Have the ability to command respect. This would include

broad knowledge and experience with management fundamentals and

 

--57Ibid., pp. 203-204 citing John P. Kenney, "Police and Human
Relations in Management," The J0urnal gf_Criminal Law, Criminology
and Police Science, 45, July-August, 1954.

 

 

 

 

581bid. 59Ibid., p. 212.

 

40

practical knowledge of plant operations. He should have been a foreman.

2. Be sensitive to moods and tensions.

3. Have maturity, he may be a young man but should draw upon
the experience of older persons.

4. Have the ability to quickly absorb information.

5. Be interested in a person as a human being, and be able to
mix well with others.

6. Have the attitude that the men are important.

7. Not talk too much.

8. Stimulate men to do their own thinking and have the men say
what they want to say.

9. Have real teaching ability, devoid of school teachers mannerisms
and habits.

10. Have a good sense of humor.

11. Be analytical, observant, quick in his reactions and forceful
enough to keep control.

12. Be able to think on his feet.

13. Be tactful, patient, diplomatic and firm.

14. Have a personality which attracts others to him and wins
their confidence and respect.60 . A

In special report Number Two, The American Management Association

states that qualities of a supervisor are:

 

60National Foreman's Institute, Conference Leader's SoUrce Book,
Undated.

 

41

1. He is an interviewer, educator, checker for health of the
work force, controller of lost-time and a grievance adjuster.

2. Tactful, patient, and open-minded.

3. Readily approachable, attentative listener, non-argumentative,
has an objective attitude, and is not cold and impersonal.

4. Able to suspend judgement until all the facts are known, and
willing to admit that he is wrong.

5. Cooperative with other units of the company, showing a genuine
interest in employee problems and welcoming suggestions from the
employee which would help to overcome problems within the department.61

Charles M. Skade identifies the characteristics of a supervisor
as follows:62

1. Director, to obtain the highest possible efficiency.

2. A person who understands people.

3. A teacher, having a thorough knowledge of the history and
operations of the company.

4. Must be able to work with employees. He cannot sit at his
desk and take for granted that the work is being done.

5. An organizer of work.

 

6'American Management Association, "Supervision of Women on
Production Jobs," Special Report No. 2_(New York: American Manage-
ment Association, 1942). p.Tl4.

 

fizcharles M. Skade, "A supervisory Training Program That Works,"
Office Management Series No. 127 (New York: American Management
Association, 1950), pp. 9-12.

 

42

6. A controller of work, records keeper and work simplifier.

He lets an employee know how he measures up against a standard.

7. Inspector and spot checker of work. Analyzes rejected work
for reasons for rejection, then takes steps to correct the defi-
ciencies.

8. Planner and scheduler of his time and the time of others.

9. Impartial problem solver.

, lO. Handler of grievances.

The National Council of Sales Training Executives reports that
training personnel should have the following qualifications.63

1. Liking for people.

2. Ability to think clearly.

3. Education. Having the right spirit and the ability to make
ideas clear, not necessarily a great amount of schooling.

4. Background and experience. The person doing the training
should have some experience in the area which he is teaching.

5. Mental and physical alertness.

6. Good study habits, thorough preparation and complete mastery
of the subject.

7. Sense of humor. "The leader who can turn a joke on himself

and take a bit of ribbing is able to ingratiate himself with salesmen,

 

63National Society of Sales Training Executives, Selection and
Training Post-War Sales Personnel, Number 1 Attitude and Preparation,
1943, PP. 14-16.

 

 

43

where a snob, stuffed shirt, or a sore head fails."64

8. Health.

9. Clear, pleasant voice, proper enunciation and pronunciation.
Careless speech is liable to create an impression of careless thinking.

10. Dress in good taste and be clean.

11. Facial expressions. Contortions, twitching, nose rubbing,
and ear pulling are distractions to be avoided.

12. High morals. Live a good example.

13. Have a good home life.

14. Be able to handle finances properly.

15. Age about 35.

16. Willingness to accept full responsibility for success or
failure of the program.

The above characteristics can apply to the supervisor as he
is an instructor, along with some of his other tasks.

George B. Clementson reports that high producing supervisors
place primary emphasis on human problems of their workers.65 He

further reports that a supervisor must train people to do their job

well and also train them for a higher position. The supervisor must

64Ibid.

65George B. Clementson, "What's On Your Mind: Understanding of
Human Problems Linked With High Production," Science Digest 46:28-29
July, 1959.

 

44
be interested enough in his subordinates to help them when they are
off the job as well as on the job. That he should establish goals
for subordinates, then give them freedom to accomplish these goals.
He should be friendly and helpful, not hostile toward his subordinates.
He should be able to have the confidence of the worker and not generate

distrust.66

Summary

Supervisors usually come from the operations ranks with some
additional training, particularly in the areas of personnel management,
supervisory techniques, and communicative skills.

Supervisors are also directors, planners, arbitrators, organizers,
controllers, teachers, and inspectors. They must have a sensitive-
ness to the reactions of their subordinates to be able to solve personal
problems which affect production. To do this they must be a good
listener, use patience, tact, and be open-minded, listen to all facts
prior to making a judgement, be easy to approach, have an attitude
that the man is important and should be treated as a human being.

They should have a good sense of humor, have growth potential,

and an intimate working knowledge of the job to be performed.
III. OPERATIONS POSITIONS

O. W. Wilson states that the patrolman needs to have the

 

66Ibid.

 

45
qualifications of intelligence; sound judgement; decisiveness;
physical and nervous energy; strong character; the ability to
convince and inspire; to be physically and organically sound;»
young and suitable size. He must have strength, energy and agility;
and his speed, endurance, and coordination must be adequate to deal
with law-enforcement or rescue operations that are physically
demanding.

Wilson says that the applicant for police duty should have an
IQ of 112 and that this may increase to 115 or 120 within the next
few years. That vision of the candidate should be no more than
'20/40 correctable to 20/20. That the candidate should be free of
criminal record and should be honest, alert, manly (appearance),
have poise and bearing, and other personal qualities.67

A. C. Germann lists the qualifications of a person who is
entering the labor force at the lowest level, or the operational
level. These qualifications apply to those persons in a police
department who will be patrolman or troopers, and usually have no
supervisory positions. The qualifications given are:68

1. Be at least 21 years of age and not over 30 years of age.

2. Have a high school education either through graduation or

through General Educational Development tests.

 

67o. w. Wilson, 9p. _c_i_t., pp. 136-150.

68A. c. Germann,gp_. _i_:_i_t., pp. 15-26.

46

3. Be at least five feet six inches tall but not over six feet
six inches. (This is subject to qualification by medical examination
in some cases.)

4. Weight between 150 and 250 pounds, again subject to medical
opinion.

5. Have eyesight of 20/40 correctable to 20/20.

6. Must be able to drive a car and have a license to that
effect.

7. If possible have some typing skill, some knowledge of
photography and first aid.

8. No experience is deemed necessary.

John P. Kenney agrees with what Germann says but adds that the
person should have judgement, emotional stability, and resource-
fulness.69

Leonard E. Skinner, reporting results of a survey at Salem,
Oregon; gives the following educational qualifications for a patrol-
man of today and within five years. (See table 1)70

The figures in this table represent the thinking of members of

the Salem Police Department on the matter of how much education a

person on the police force should have. The figures do not add up to

 

69John P. Kenney, Police Management Planning (Springfield,
Illinois: Charles C Thomas, 1959), pp. 60-63.

 

70Leonard E. Skinner, "Recruiting The College Man" The Police
Chief, 34:38-46, February, 1967.

 

47
100% in either the present category or the five years from now
category; however, they do give a rather clear indication that there
is a decided shift of emphasis toward obtaining some college train-
ing in the future, to be considered eligible for employment with the
police department.

Skinner states that the reason for this that members of the
department who will be in supervisory positions in the next few
years have some college training, and they seem to be the ones who
feel that there is a definite need for more education on the part
of patrolmen.

William H. Parker states that a person, to be employed in the
police service, must be in good physical health, be of good moral
character, have a high school diploma and pass a psychiatric ex-
amination.71

George H. Shepard stresses the fact that police officers must
have more education.72 He says that this should be done by having
the states or cities send their officers to college at public
expense in order to get a more qualified man. Then he says that the

need for more education for police work is apparent. If we want

 

71William H. Parker, "The Police SerVice - A Key To Community
Quality," Journal gf_Criminal Law, CriminOlogy and Police Science,
47:273-279, May, 1956-April, 19571

 

72George H. Shepard, "Are We Aiming Too Low In Recruitment?"
The Police Chief, 34:20, January, 1967.

 

48
professionalization then it is obligatory that our police be college
trained.73

Germann, Day, and Gallati state that a patrolman should pass
certain physical, moral, and educational standards such as height,
weight, agility test, background investigations, and having a high
school diploma. They did not get very specific in their recommend-
ations.74

The International City Managers' Association asks the question
of, what kind of men will make the best policemen? They then state
the qualifications which they feel are important. These qualifica-
tions are:

1. Intelligence to be able to handle complex legal problems,
for insight and the ability to absorb a constantly expanding volume
of material. They state that it is not possible to set limits on an
intelligence quotiant test but the applicant must be above average
and show growth potential.

2. Education: High school completion is not essential as
examinations can be divised which will indicate the educational level
which the applicant is at, at the time of application. This may not

be true in the future due to persons staying in school longer, and

 

73Ibid., p. 26.

-.74A. C. Germann, Frank D.-Day, and Robert R. J. Gallati,
”Introduction to Law EnforCement (Springfield, Illinois: Charles
C Thomas, 1962), pp. 222-224.

 

 

49
society becoming more complex.

3. Experience: None.

4. Personality: Well adjusted and free from extreme or marked
traits. (The crusader for justice and the angel of mercy are not
wanted.) There should not be neurosis or internal conflict, nor
emotional immaturity.

5. Physical attributes. Excellent health, keen observational
ability, good endurance, good appearance, and physical agility and
strength equal to the average high school senior. Height should be
five feet seven inches to some height where there is no loss of
coordination. Weight in accordance with height, but not smaller
than 150 pounds.

6. Reputation. Such that it will not cast doubt on future
performance. Moderate in living and drinking habits. Lack of
criminal record and juvenile record. Judge the man on the merits of
each case.

7. Age. Employ so as to get the maximum service from the employee.
The usual minimum being 21, the maximum about 35.

8. Maturity. This is not a matter of age but of seriousness
and business like ability.75

Clark J. Monroe states that a patrolman should have the qualities

of self-control, courage, physical stamina and human understand-

 

75International City Managers' Association, pp, 915,, pp. 124-
133.

50

ing.76 He further states that: "Human strength may have been a
primary qualification in years gone by, but with the increasing
responsibilities of patrolmen today, candidates for this position
must have qualifications of a professional individual."77 These
other qualities are; interest and attitude; personality make-up;
level of intelligence; emotional stability; honesty and judgment
(a person could score too high as well as too low on a test);
appearance; voice; speech; alertness and the ability to communicate.78

The Northwestern Traffic Institute states that patrolmen and
troopers with a state highway patrol should have a high school
diploma or equivelant education with considerable knowledge of
arithmetic, grammar, spelling and related clerical aptitudes. A
thorough knowledge of laws and ordinances, investigative techniques,
evidence, criminal law and court procedures, first aid, and recording
and reporting of activities. The mechanics and techniques of arrest
and how to coordinate with other law enforcement agencies is also

considered vital.79

Nelson Watson in a paper read at the National Institute on

 

76Clark J. Monroe, "Testing Procedures for The Selection of
Personnel," FBI Law Enforcement Bulletin, 27:20, July, 1958.

 

77Ipid.
781bid., p. 21.

 

79Northwestern Traffic Institute, 9p,.git., pp. 3-6.

51

Police and Community Relations, states that better police and commu-
nity relations is a job for men of good will, understanding, and
keen social awareness.80

Lee E. Danielson, in reporting on the qualifications of sci-
entists and engineers, has published a list which closely parallels
some of the characteristics mentioned by those who have written in
the police area. These characteristics could also be applied to
production workers in some industries and this writer feels that
they apply to police personnel at the operational level. They are:

1. Technical competence through knowledge of the field and
experience.

2. Congeniality, compatibility, cooperativeness and a pleasant
personality.

3. Drive and aggressiveness in combination.

4. Persistence or follow-through.

5. Loyalty, dependability, honesty, conscientiousness and
stability.

6. Initiative.

7. Creativity and originality.

8. Enthusiasm.

9. Communicative skills.

 

80Nelson Watson, "Community Development for Better Police and
Community Relations" (paper read before the Ninth Annual National
Institute oanolice Community Relations, Michigan State University,
East Lansing, Michigan, 19-24 May 1963).

52

10. Analytical ability.

11. Willing to accept responsibility.

12. Judgement which is sound, a clear thinker.

13. Willing to tackle any job.

14. Ability to organize self and others.

15. Ability to do good work rapidly.

l6. Ability to apply principles.

17. Keeping up-to-date in the field.

18. Ability to carry-on with minimum supervision.

Numbers one through twelve are considered the most important.81

In a method of identification of qualifications not wanted, E. H.
Bellows states that you do ngt_need the man who:

1. Knows everything, has all the answers in detail and does not
pass it onto his subordinates.

2. Parcels out work in fragments so no one but him sees the
broad view.

3. Will not delegate because he can do the job better and
faster.

4. Is surrounded by dispensable men, to his way of thinking.82

August Vollmer typifies the modern policeman as a person who is

 

81Lee E. Danielson, CharaCteristics gf_Engineers and Scientists
(Ann Arbor, Michi an: Bureau of Industrial Relations. The University
of Michigan, 1960), p. 24.

 

 

82E. H. Bellows, "Find the Indespensable Man-Then Fire Him,"
Nations Business, 48:82, December, 1960.

 

53
expected:
"To have the wisdom of Solomon, the courage of David,

the strength of Samson, the patience of Job, the leadership

of Moses, the kindness of the Good Samaritan, the strategy of

Alexander, the faith of Daniel, the diplomacy of Lincoln, the

tolerance of the Carpenter of Nazareth, and finally, an intimate

knowledge of every branch of natural, biological, and social

science. If he had all these he might be a good policeman."83

C. F. Hansson, Chief of Police, Misquite, Texas in 1963, and
former president of IACP, has established standards for recruits to
a police force. These standards are:84

1. Moral character; ethical, honest, having personal integrity,
and adheres to the moral standards of the community.

2. Mental ability; learns easily, is a clear and logical thinker,
has ready and accurate recall.

3. Physical ability; good eyes and good coordination of hands
and feet.

4. Health: Has a record of good work with few absences.

5. Motivation. Does he have a need and desire to stay on the
job and do the job properly? Why does he want to be a policeman?

6. Stability. Stable emotionally in stress and tension situations.

How does he react to annoying, monotonous, and emergency situations?

 

83August Vollmer, The Police and Modern Society (Berkley,
California: University of California Press, 1936).

 

84C. F. Hansson, "Selection of Police Personnel,“ Police
Management gf_Supervisory and Administrative Personnel (Springfield,
Illinois: Charles C Thomas, 1963), pp. 8-9.

 

 

54

7. Maturity. Responsible, rational in his actions, realistic
in meeting problems and has regard for his actions.

8. Sociability. Is he at ease with people, friendly, does he
participate in team athletics?

9. Manners and appearance. Grammar, voice quality, cleanliness
and impression created.

10. Leadership. His influence on others.

In his book on Police Planning, 0. W. Wilson presents what he
considers the basic requirements should be for police personnel.

These are the same as mentioned in his book on Police Administration.85

Summary

A person entering the police profession should, according to
this literature, be between 21 and 35 years of age, between five
feet six and six feet six inches tall, a high school graduate or
have a GED equivelant education, be equivelant to a high school senior
in physical ability, in good physical and mental health, mature,
motivated, emotionally stable and sociable. He should have leader-
ship ability, good manners, high moral character, above average
intelligence, ability to communicate, keen social awareness, and
a good reputation.

He does not need to have had any previous experience, but must

be able to adapt to varying situations easily and rapidly. He must

 

85O. W. Wilson, Police Planning_(Springfield, Illinois:
Charles C Thomas, 1957), pp. 231-237.

 

also have a drivers license and the ability to write and spell so
that others can read what he has written and get the proper meaning

from such writing.

55

56

PATROLMAN EDUCATION

I

TABLE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

xxxxxx .28» m E mfixxxxxxxxr 6..
j . pcmmmga _ 0mm,
M_xxxxxxxxxxxxxxxxéxxxxxxxx m
; L ‘ ym
, . 2C
mwxxxxxxxgxxxx m1
6_ 5m
. aflxxxxxxxxxxxxxxxxxx m s
NW GH.
P.
D .
8 EH
8
2xx
ZLw
, G
87766.5..5.4433.22111.

mmmcoqmms we mmmucmoema

Level of education

CHAPTER III
METHOD OF DATA GATHERING

This chapter will be directed toward the presentation of
material on how the research project was carried out.

A survey was conducted in a central Michigan police depart-
ment to gather data on personnel qualification in different levels
of responsibility. The questionnaire used in the survey was ex-
plained to the department chief, as was the purpose of the survey.
A copy of the questionnaire is attached as appendix 1.

The chief then briefed the writer on what he wanted to accom-
plish and that he did not want his personnel to think that the
survey was an official survey for the city or his department.

That the whole purpose of the survey was soley to gain information
for use in the writing of a thesis for a master's degree at Michigan
State University.

The writer was then directed to work with the research and
planning unit of the department.

The writer offered to meet each shift change and hand-out the
questionnaire, and answer any questions which the officers of the
department may have had; however, it was felt by the planning and
research department that better results would be obtained if the
questionnaire was distributed by that unit. It was felt that the

officers would accept the questionnaire better if it came through

58
normal police administrative channels than through a person who
was not familiar to them.

As a result of the feeling on the part of the planning unit,
the department sent a memorandum to all command personnel, advising
them that there was to be a survey questionnaire distributed and that
the purpose of the survey was to gather data for two students at
Michigan State University who were working toward a master's degree.
See appendix 2.

A second memorandum was sent to all departmental personnel
at the time the questionnaire was distributed, establishing a
deadline for questionnaire return to the supervisor, and from the
supervisor to the planning and research unit. Also included in this
memorandum was the fact that all sworn personnel were requested to
complete the form. See appendix 3.

There were 174 questionnaires distributed and 139 were returned
to the writer.

Each questionnaire consisted of instructions and three blank
forms. The forms were identical. One was to be used as a work
sheet, one was to be typed and turned in to the immediate supervisor
of the person completing the form so that the supervisor could
complete his portion and return it to the planning and research unit.
The third form was kept by the man who accomplished it.

Once the completed forms were returned to the planning and

research unit, they made a telephone call to this writer and he

59
picked them up at the police department building.

After surveying the forms which had been returned, the writer
decided that it would be necessary to interview some of the super-
visory personnel in the department to ascertain their ideas of the
qualifications and characteristics of patrolmen, sergeants, and
lieutenants. Permission was then obtained from the police inspector
at the department to conduct interviews with several of the command
personnel of the department. Appointments were made to see the
command personnel and an interview was conducted using the following
questions, with follow-up questions to clarify what was meant if
there seemed to be any hesitation on the part of the interviewee
with regard to understanding what was asked.

1. What special qualifications does a patrolman need for his
job? Such items as drivers license, special skills with office
equipment etc.

2. What qualifications does a sergeant need which a patrolman
does not need?

3. How much experience does a person need as a patrolman prior
to being promoted to sergeant?

4. Are there any special qualifications which sergeants or
lieutenants need which a patrolman does not? If so, what are they?

5. Should the formal educational requirements for a sergeant
or lieutenant be higher than for a patrolman? If so, how much

education should the sergeant or lieutenant have over that which a

6O
patrolman has?
6. Do sergeants and lieutenants need specialized training over
and above the basic police training? If so, what type of training
and how much?
The results of the answers to the above questions and the

answers to the questionnaire are recorded in the following chapter.

CHAPTER IV

REPORT OF THE STUDY

This chapter will present the findings of the survey which was
conducted in a central Michigan police department.

The questionnaires were reviewed and characteristics and
qualifications were selected from the statements made by the individual
who answered the questionnaire. Like answers were tabulated and from
these tabulations, this writer will present the characteristics and
qualifications which each of the three divisions of responsibility
in a police department have.

It will be noted that the qualifications mentioned in this
chapter correlate very closely with those given in the chapter entitled
"review of the literature."

Material presented in this chapter will cover the characteristics
and qualifications of management, supervision, and operations
personnel, with an enumeration, by position, of these personnel.

Unlike Chapter II, this chapter will begin with the enumeration
of characteristics and qualifications of the operations position,
and proceed through supervision and management. The primary reason
for this is that the surveyed police department does ngt_hire from
outside the department for most personnel, so nearly all personnel
must meet the basic requirements of the operations entry level

before they can be considered for other positions of responsibility.

62
I. OPERATIONS POSITIONS

The characteristics and qualifications for personnel entering
the surveyed department are:

1. Age 21 through 29 for a patrolman; however, policewoman
age is 24 through 28 for application.

2. Height of five feet nine inches and over for male officers.
Height is not specified for women.

3. Weight for male officers 160 pounds minimum and having weight
in proportion to height.

4. Education: At least a high school diploma. Special re-
quirements exist for youth and detective division personnel where
an undergraduate degree is the minimum for policewomen. The future
outlook by departmental personnel is that there will be a minimum
requirement of some college for patrolmen, college degrees for youth
and detective division and some graduate work for policewomen.

5. Have eyesight of at least 20/20 or 20/35 correctable to
20/20 in both eyes.

6. Lack a criminal record and a juvenile record.

7. Have a good driving record. Do not have recurring violations,
charges for drunken driving or reckless driving.

8. Have steady living habits.

9. Have a good credit rating.‘

10. Have good moral character as revealed through a thorough

background investigation.

63

11. Be a United States citizen.

12. Be able to pass a general aptitude test.

13. Pass a medical examination.

14. Pass an agility test.

15. Perform satisfactorily in an oral interview.

All departmental personnel interviewed, agreed that these
qualifications were the minimum standards. Some of the interviewees
thought that there should be some college training for all persons
at the operational level, particularly in social work, psychology,
and police administration.

Some other characteristics mentioned by departmental personnel
were:

1. The ability to write clearly and conscisely.

2. The ability to speak publicly.

3. A knowledge of interviewing techniques.

4. The ability to take notes for future report writing.

5. The ability to type. This was mentioned by at least 90%
of all sworn personnel who completed the questionnaire.

6. The ability to drive an automobile and having a valid
operators permit.

7. The ability to interpret instructions from supervisory
personnel.

8. Some understanding of why people act as they do. This is to

assist the patrolman in handling situations which he may be called

64
upon to respond to, in the performance of his basic duties.

9. Be able to make decisions necessary for arrest, apprehension,
issuing citations, etc.

10. Have a sense of humor.

11. Be fair and impartial.

12. Have initiative.

13. Be courteous and friendly.

14. Be tactful and firm.

In addition to these characteristics, it was mentioned that
operational personnel in some instances had to do a limited amount
of supervision. This usually involved supervision of newly assigned
patrolmen or supervision of civilian employees in central records,
and the complaint desk and dispatch areas.

At some jobs on the operational level there was expressed the
need for experience. This is especially true in detective and youth
division work. The youth division specified that their personnel,
(except women, who may enter laterally), should have at least three
years, and not more than eight years experience as patrolmen prior
to being assigned to that division. The youth division has also
stated that with increased college education there was a distinct
possibility for lateral entry into the specialized work performed
therein. The detective division specified that their personnel should
have had experience in the police field prior to serving as a

detective and would desire to have college training in special

65
subject areas which patrolmen do not use.

Another qualification of operations personnel is that they
must be able to work with personnel of other law enforcement agencies
and other governmental agencies on a limited basis.

The characteristics and qualifications mentioned most by those
completing the questionnaire, in decending order of responses were:
writing ability, typing skills, driving ability, interviewing tech-
niques, ability to work with other law enforcement agencies, the
ability to interpret instructions, the need for common sense, and
decision making ability.

There were also other skills and qualifications mentioned;
however, most of these were to be acquired after the person had been

hired by the department.

II. SUPERVISORY POSITIONS

The requirements for personnel in supervisory positions, for
the most part sergeants and lieutenants, are the same as operational
personnel with some added characteristics and qualifying features.
For the most part, these additional qualities have to do with
experience on the job and dealing with people. Most interviewees
stated that a sergeant needed at least six years as a patrolman
before he could be promoted and some stated that he should be a

patrolman for at least ten years.

A vital characteristic for supervisory personnel, over and

66

above operational personnel, is the ability to supervise others.
Some of the qualifications listed hereunder were:

1. Control the quality of others work through on-the-spot
observations of how the work was being performed, and giving advise
and instruction on how to make the work better.

2. Checking and reviewing written work to insure accuracy,
timeliness, use of proper language, spelling, and grammar.

3. Having good judgement and knowing what solution would apply
best in a given situation.

4. Checking on conduct of operations personnel while on the
job.

5. Having an understanding of human behavior, and using this
understanding in his contact with operational personnel. This includes
knowing what motivates people to act as they do.

Some of the other important characteristics of the supervisorial
position were listed as:

l. The ability to read and interpret written instructions from the
manager, and pass this on to his subordinates.

2. The ability to write reports and other correspondence for
the use of the manager.

3. The ability to understand oral instructions and relay ac-
curately the information received to his subordinates.

4. A thorough understanding of interviewing and counseling

techniques as relates to handling the affairs of his subordinates.

67
5. Tact.

6. The ability to lead and command others.

7. The fair and impartial treatment of all subordinates, with
no favoritism being shown.

8. Do not treat the men in a rough and tough manner. Know
how and when to praise and reprimand.

9. Have the ability to plan for himself and his subordinates
the tasks which they must accomplish.

10. The ability to assign work on an equal basis to all sub-
ordinates.

11. Typing skills.

12. An intimate working knowledge of what is being done and
how it is to be done.

13. The ability to instruct his subordinates.

14. The ability to decide matters which affect all of his
men and their actions. These decisions are different from those
made by operations personnel.

15. He must keep the welfare of his men in mind to insure
that they are capable of performing their tasks.

16. The ability to express himself befdre a group.

17. Initiative.

In the area of education, it was felt by at least 80% of the
questioned personnel that a sergeant or a lieutenant should have

additional schooling, either formal education or special courses.

68
These courses should include techniques of supervision, police
administration, or a short course covering the specialty which the
supervisor is engaged in; i.e. traffic, investigations, records,
etc.

A final characteristic for a supervisor was that he must be
mature ehough to know how to control his temper and be in control
of himself, if he ever hopes to be able to control others.

One of the department captains stated very well the fact that
not everyone who enters the police profession can become a supervisor,
when he said that it takes a special talent to know how to handle
men and that those who are working with these men on a daily basis
are able to recognize this ability which sets the potential super-

visor apart from the remainder of the operational personnel,

III. MANAGEMENT POSITIONS

Police personnel in managerial positions, (the chief, the
inspector, and division commanders, captains in this case), should
have all the qualifications of the supervisory and operational
personnel, but should have some characteristics which are different
from the other two levels of responsibility.

The manager is not interested in his actual performance
of the basic functions of the department, although the detective
commander may get involved in conducting a case now and then.

He is more interested in the entire unit for which he is responsible,

69
and how they are performing the operations for which he is responsible.
The items mentioned during the research project indicate that
a manager should have the following additional characteristics and

qualifications:

1. The ability to establish policy for his area of responsibility
whether it be the whole department, a division of that department,
0r_a portion of a major division of the department.

2. The ability to plan his own time and the time of others.

This also includes follow-up to ascertain how time is being spent
by subordinates.

3. The ability to handle men and material (equipment) to the
greatest advantage.

4. The ability to write clearly and give dictation for corre-
spondence on matters of importance to the department, which goes
outside the department.

5. The ability to work with other departmental personnel to
accomplish the overall task of the department.

6. The ability to coordinate departmental functions with other
city agencies, state agencies, and other law enforcement agencies.

7. The ability to instruct. This would include formal and
informal instruction.

8. The ability to diagnose problem situations between the
supervisor and his subordinates, and know what actions to take to

resolve these difficulties.

70

9. Have at least 16 years experience in the department prior
to being promoted to the management ranks as given above, and a
minimum of three years at each rank held.

10. The ability to make decisions which affect all men sub-
ordinate to him.

11. Have knowledge of, and use the techniques of supervision,
direction, control, follow-up, assignment of tasks, judgement, and
inspection.

12. Have a desire to insure that the public is aware of what
the department is doing, by assigning personnel to give speeches
at special programs and specific organizations when requested.

13. Know the qualifications and capabilities of those working
for you.

14. Know what is happening in the department, but not in too
much detail.

15. Having a feeling of responsibility for the programs which
are in progress in the department, and for the results of these
programs.

It was felt that there is a need for additional training on
the part of the manager, especially in how to administer. Such
courses as are offered at Michigan State University each term,
Lansing Community College, special institutes, the FBI and other
institutes established for police administrative personnel were

mentioned as being important for the manager to attend.

71
The primary emphasis was placed on how to deal with people and
the working with outside agencies, so as to have the work of the

department run more smoothly.

CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter will be a very brief summary of Chapters II, III,
and IV, and will present the conclusions which this writer feels
are significant. Also the writer will present recommendations having
a bearing on the research project and some possible areas of future

study.
I. SUMMARY

In Chapter II of this study, the writer presented what was
contained in literature from the field of business, personnel
management, and police administration with regard to qualifications
of personnel in three levels of responsibility. These levels are:
management, supervision, and operations.

The qualifications of a manager, as given in the literature
are oriented toward leading others and the managing of material.
Some of these qualifications are: patience; knowing the worth of
people; ability to delegate work; judgement; interest in the super-
visor and the worker; the ability to keep long range goals in mind
and to see the whole picture; the ability to supervise, decide,
maintain self-control; a need to keep busy; maturity; cooperativeness,
and letting others look after the small details of the organization

while he looks after the entire organization.

73

'The qualifications of a supervisor are oriented toward getting
the job done with as little wasted time and effort as possible.

This entails working closely with the performer. The supervisors
need some training in addition to what the performer has. He needs
to be able to plan, direct, organize and control; to teach and
inspect. He must be sensitive to subordinates reactions and assist
in the solution of problems of his subordinates which affect production.
He needs to have a detailed, intimate knowledge of the operations

to be performed and, should be easy to approach and have an attitude
of helpfulness toward the men he supervises.

The operations man, or the person doing the job, should be
young; between 21 and 35 years of age; between five feet six inches
and six feet six inches tall, and weight at least 150 pounds.

He should have a high school diploma or a GED equivelant, and be in
good physical health, emotionally stable, of good moral character,
be able to drive an automobile and have a drivers license.

In Chapter 111 this writer stated that the study was conducted
by use of a standard questionnaire, distributed to a central Michigan
police department, and by interviewing selected personnel of the
department after the questionnaire had been returned.

In Chapter IV, the writer reported the results of the question-
naire survey and interviews. These revealed characteristics and
qualifications of personnel in the surveyed department which could

be classified into three levels of responsibility.

74

The operations level of responsibility had the qualifications
of youth, age 21 through 29; good physical health; weight of at
least 160 pounds and in proportion to height; height of at least
five feet seven inches; a high school diploma; eyesight of at least
20/35 correctable to 20/20; a good driving record; good moral character
ascertained by a background investigation; a United States citizen;
abilities in the area of writing, speaking, typing, interviewing,
note taking, and decision making. Some understanding of people and
why they act as they do. (This was particularly true for the de-
tective and youth divisions.) In addition they should be firm,
impartial, courteous, friendly, tactful, and have a limited knowledge
of supervision.

The operational personnel of the youth and detective divisions
should, in addition to the above, have at least two years of college
training and in the case of women employees, four years of college
work with a degree. These personnel should also have some experience
in the police field prior to being assigned as a detective or
youth worker; however, there is a possibility that some employees
may be able to enter these divisions from outside the police pro-
fession, with sufficient training in social work or police admin-
istration.

Operations personnel should also be able to work with other law
enforcement agencies while perfonning their routine duties.

The qualifications of supervisory personnel mentioned in

75

Chapter IV included all of those for operational personnel and in
addition, these qualifications. At least six, and possibly ten, years
experience as'a patrolman with the department; the ability to super-
vise, which includes control of quality of work, checking and
reviewing work, having good judgement, and understanding human
behavior; the ability to read and interpret written instructions; a
thorough understanding of counseling techniques; the ability to lead
and command others; not treating subordinates in a rough manner;
planning ability; the ability to instruct; and keeping the welfare of
his men in mind to get better service.

These personnel should have additional schooling, either formal
or special police and supervision courses.

They must have a detailed intimate working knowledge of the
work being performed and finally, must be mature enough to know how
to control his temper and other personnel.

The qualifications of management given in Chapter IV, include
all of those for operations and supervision plus: coordinating
ability, especially with other personnel in the department and other
city government agencies; the ability to establish policy for his
area of responsibility; to plan for himself and others; to handle
men and material to the greatest advantage; to write and speak clearly;

to instruct; to diagnose problem areas and know what actions to take

76

to solve these problems; and to make sound decisions. They must
also have approximately sixteen years experience in the police
profession prior to achieving this level. They should have a desire
to let the public know what his department is accomplishing. They
should not be concerned with the intimate working details of the
department, but know what the department as a whole is doing.
They should know the capabilities of those subordinate to them.

The manager needs more training, especially in the area of
administration and some special training on planning and manage-
ment functions. It was suggested that these personnel attend courses
offered at various institutions of higher learning throughout the
nation.

The primary emphasis for managers was placed on knowing how to

deal effectively with people.

II. CONCLUSIONS

Through the research project and the review of the literature
in this study, it is the conclusion of this writer that the hypothesis,
that there are distinct and identifiable characteristics of persons
occupying different levels of responsibility which differ significantly
from the other levels of responsibility, has been validated.

The literature which was reviewed established very well the
qualifications which each position of responsibility should have.

These qualifications were very compatible with the definitions which

77
the author had formulated prior to the review.
The research project provided proof that the definitions and

the literature were accurate, and that the hypothesis was valid.
III. NEEDS FOR FURTHER RESEARCH

Although the hypothesis has been validated, the author feels
that there should be a larger sample taken to get more data on the
three levels of responsibility mentioned. This is especially true
in the management level. There were only eight personnel in this
study who were classified as managers, and this author feels that
there is a definite need to expand that number to obtain more

significant results.

BIBLIOGRAPHY

BIBLIOGRAPHY
A. BOOKS

Craig, David R. and W. W. Charters. Personal Leadership In_1ndustry.
New York and London: McGraw-Hill Book Co., 1941.

 

Danielson, Lee E. Characteristics gf_Engineers and Scientists. Ann
Arbor, Michigan: Bureau of Industrial Relations, The University
of Michigan, 1960.

 

 

Germann, A. C. Police Personnel Management. Springfield, Illinois:
Charles C Thomas, 1958.

 

Germann, A. C., Frank D. Day and Robert R. J. Gallati. IntrOduCtion
To Law Enforcement. Springfield, Illinois: Charles C Thomas,
1962.

 

 

Gowin, Enoch Burton. The Selection and Training gf_The Business
Executive. New York: The Macmillan Company, 1918.

 

 

International City Managers' Association. MUnicipal Police AdminiStra-
tion. Chicago, Illinois: International City Managers' Association,
1961.

 

 

Kenney, John P. Police Management Planning. Springfield, Illinois:
Charles C Thomas, 1959.

 

Killian, Ray A. Managers Must Lead. American Management Association,
The Comet Press, 1966.

 

Laird, Donald A. and Eleanor C. Laird. The'TechniqUes'gfi_Handling
People. New York: McGraw-Hill Book Co., 1943

 

Leonard, V. A. Police Organization and Management. Brooklyn: The
Foundation Press, ‘Inc., 1951.

 

Monson, Leland H. and Clinton W. Barton. Character and Leadership.
Salt Lake City, Utah: Deseret Book Company, l964}

 

National Foreman's Institute. Conference Leader's Source Book.
Undated.

 

Scott, Clifford L. and Bill Garrett. LeaderShipFor The P01ice Super-
visor. Springfield, Illinois: Charles C Thomas, 1960.

 

8O

Vollmer, August. The Police and Modern Society. Berkley, California:
University of California Press, 1936.

 

Wilson, 0. W. P01ice Administration (Second Edition). New York,
San Francisco, Toronto, London: McGraw-Hill Book Co., 1963.

 

Wilson, 0. W. Police Planning. Springfield, Illinois: Charles C
Thomas, 1957.

 

B. PUBLICATIONS OF THE GOVERNMENT, LEARNED SOCIETIES,
AND OTHER ORGANIZATIONS

American Management Association. "Supervision of Women on Production
Jobs," Special Research Report Number 2, New York: American Man-
agement Association, 1943.

 

Henry, William E. "Executive Personality and Job Success," Personnel
Series Number 120. New York: American Management Association,
1948.

 

National Society of Sales Training Executives. Selecting and Train-
ing PoSt-War Sales PerSonnel, Number 1,'Attitude and Preparation.
National Society of Sales Training Executives, 1943.

 

 

 

Skade, Charles M. "A Supervisory Training Program That Works," Office
Management Series Number 127. New York: American Management
Association, 1950.

 

 

The Traffic Institute. Sample Job Description of State Highway Patrol
Bersonnel. Evanston, Illinois: The Traffic Institute, Northwest-
ern University, 1960.

 

C. PERIODICALS

Alexander, Ray (ed). "Executives: Search For The Proven Man,"
11mg, 86:78-79, August 6, 1965.

Bellows, E. H. "Find The Indespensable Man-Then Fire Him," NatiOns
Business, 48:82-86, December,1960.

Bolton, George and Charles M. Platt (Business editors). "Who Gets
To The Top In Business," U.S. News and World Rep0rt, 59:88,
July 12, 1965.

 

81

Brady, Raymond J. (ed). "The Changing American Executive," Dun's
Review and Modern Industry, 83:38-40, January, 1964.

 

 

. "The Job of Being President, “ Dun' s ReView and Modern
Industry, 81: 26- 27, March, 1963.

 

Brooks, Earl. "Get More Done Easier," Nations Business, 50:56-58
July, 1962.

 

Brown, Herbert L. Jr. (ed). "Better Managers Needed,“ Changing
Times, The Kiplinger Magazine, 14:15-l7, June,l960.

 

Cerami, Charles A. "Find Out What Your People Really Think, "
Nations Business, 49: 74- 79, March, 1961.

 

Clementson, George B. (ed). "What's On Your Mind: Understanding of
Human Problems Linked With High Production," Science Digest,
46:28-29, July, 1959. ._

 

Dale, Ernest. "Executives Who Can't Manage," Atlantic Monthly,
10:58-62, July, 1962.

 

Daniels, N. H. "What Constitutes A Good Manager?"' InduStrial
Management, 62: 329- 333, December, 1921, as reported in The
Modern Executive, Compiled and edited by Daniel BloomfiEld .
New York: H. W. Wilson Co. , 1924.

 

 

 

Harrington, Alan. "The Executives' Man: Success by Imitation,"
Atlantic, 204:37-41, July, 1954.

Jennings, Eugene Emerson. I'How To Satisfy The Boss," NatiOns
Business, 49:40-41, October, 1961.

Monroe, Clark J. "Testing Procedures For The Selection of Personnel,"
FBI Law Enforcement Bulletin, 27220-21, July, 1958.

 

Moore, David G. "Keys To Executive Success: Why Some Win, Others Lose,
Nations BUsiness, 48:40-41, COctober, 1960.

 

‘ .- "Keys To Executive Success: What Decision Makers Need,"
NatiOns BuSiness, 48:90-92, November, 1960.

 

Munn, Gaorg. "If You Want to be a VIP," Science Digest. 4011-6,
July, 1956.

Parker, William H. "The Police Service- A Key to Community Quality,"
JoUrnal Of Criminal Law, CriminOlogy, and P01ice Science, 47:
273- 279, May, 1956- -April, 1957.

 

82

Randall, Clarence. "The Cloistered Chief," Time, 88:68-69, July 20,
1962.

Schuessler, Raymond. "Anatomy of Executive Health: How to Preserve
a Most Valuable Product," The American Mercury, 89:43-45,
October, 1959.

 

Shepard, George H. “Are We Aiming Too Low In Recruitment?" Ihe_
Police Chief, 34:38-46, January, 1967.

 

Skinner, Leonard E. "Recruiting The College Man," The P01ice Chief,
34:38-46, February, 1967.

 

Sypher, Alden H. (ed). "Executive Skills We Need Most," Nations
BuSiness, 49:38-39, February, 1961.

. "What It Takes To Be Successful," Nations BuSiness,
51:66-68, June, 1963.

. "Wanted Now: These Executive Traits," Nati0ns Business,
47:34-35, April, 1959.

D. ESSAYS AND ARTICLES IN COLLECTION

Hansson, C. F. "Selection of Police Personnel," Police Mana ement gf_
Supervisory and Administrative Per50nnel. 'Spr1ngfieid, Ill1no1s:

Charles C Thomas, 1963. Pp. 5-13.

Thaxton, J. M. "Use of Staff Personnel,“ Police Management of_
SuperviSory and Administrative Personnel. Springfield, Illinois:
Charles C Thomas, 1963. Pp. 14-25.

E. UNPUBLISHED MATERIALS

Watson, Nelson. "Community Development For Better Police and Com-
munity Relations,“ Paper read before the Ninth Annual National
Institute on Police and Community Relations, Michigan State
University, East Lansing, Michigan, May 19-24, 1963.

83

INSTRUCTIONS AND SUGGESTIONS FOR
FILLING OUT POSITION CLASSIFICATION QUESTIONNAIRE

Do Not Attempt To Fill Out Questionnaire Until You
Have Read These Instructions

WHAT THE CLASSIFICATION SURVEY IS

This is a job inventory. It is not concerned with your abili-
ty on the job or with your qualifications. The kind of work
you do and the responsibilities of your position are the
things to be shown on the classification questionnaire.

This survey is simply an analysis of the duties and responsi-
bilities of positions in order to develop a classification plan.
This plan will consist of a grouping together of all positions
having substantially similar duties and responsibilities and
requiring like abilities and skills for successful performance.

The classification plan is used as the basis for sound prac-
tices in selection, promotion, and transfer, and for uniform
and equitable compensation standards. It is essential that the
plan be accurate and fair. Therefore, detailed and exact in-
formation about the duties and responsibilities of each posi-

tion is necessary.

You are the best person to provide complete information
about your job. You know the exact duties you perform and

your responsibilities. Consequently, you are asked to fill in
the classification questionnaire. Use great care in doing this,
so that a clear and complete understanding of your job can
be obtained from your answers. The information provided
through questionnaires will be supplemented by information
obtained by discussions of the work of individual positions
with supervisors and the employees themselves in a number
of cases. However, the information provided by you on your
classification questionnaire will be very important in deter-
mining in what class your position belongs. Your statements
will not be changed by your supervisor.

Do not copy other people’s answers even though their work
is the same as your own. We want your own statement of
your work—not the ideas of others about your work. Ask
your supervisor to explain questions you do not understand,
but use your own words in answering all questions. If you
are new on your job, ask your supervisor what duties you
will have in addition to those with which you have already
become familiar.

PART I—TO THE EMPLOYEE

Read these instructions carefully. Write your answers on
one copy of the questionnaire. See that they are correct and
complete. Then type your answers on the other two sheets.
Sign and return the two typewritten forms to your super-
visor within five days. Keep your work copy of the question-
naire.

Ifyoucannottypeyourself,writeyouranswersonone
sheet and return the forms to your supervisor for copymg
within five days. He will return the forms to you for review,
dating, and signature. Then return the typewritten. copies to
him and keep the sheet which you filled out originally.

The following explanation will help you to understand
just what information is wanted. Read the explanation for
each item just before answering each question.

ITEM I—Giveyourlastnamefirst, thenyourfirstname,
then your middle initial. Indicate whether Mr., Mrs, or
Miss by crossmg' out the two designations which do not
apply.

ITEM 2 —Give your present oflicral' title as earned. ' on the
payroll. If you do not know, ask your supervrsor. Under

“Usual Working Title of Position,” write the title you and
your fellow workers customarily use for your job.

Appendix 1

ITEM 3 — Indicate your regularly establidred work sched-
ule, showing your regular starting and stopping times for
each day, the length of your regularly established lunch pe-
riod, and the total number of hours in your regularly estab-
lished work week. If your oficial work schedule varies from
week to week, show the average number of hours you work
in the space for “Total Hrs. per Wk.” If you are subject to
rotating shifts, explain the system of rotation as it affects
you, indicating whether you change shifts at weekly or
monthly intervals and what shifts you rotate through. If
your job requires that you be available at a specified loca-
tion a fixed period each week for emergency service as re-
quired, in addition to your regular work time, indicate the
average number of hours per week involved in this “on-call”
or “stand-by” time.

ITEM 4 — Enter the name of the major branch of the juris-
diction in which you are employed, giving the name of the
department, board, or commission in which you work.

ITEM 5 — Enter the name of that division or other principal
subdivision of the department in which you work.

ITEM 6 — Enter the name of that section or other unit of
the division or institution in which you are employed.

84

ITEM 7 — Enter the room number, building name or street
location of building, and name of the city in which you
work, as Room 182, Memorial Hospital, Capital City. If you
work out of doors or on projects at different locations, as
in a highway district or on institutional premises, give the
room number, building name, or street location of building,
and city in which your headquarters are located—that is,
the place where you report for instructions, etc.

ITEM B—Indicate by checking the appropriate box whether
your job is full-time or part-time, and whether it is of a year-
round character or whether you are employed only, for ex-
ample, for the summer months or for some other limited
period. If you work part-time, indicate whether you work
half-time, three-quarters time, five hours a week, or other-
wise show what proportion of full-time employment is in-
volved in your job. If you work seasonally or on a temporary
basis, indicate for how long a period your employment is ex-
pected to continue during the year.

ITEM 9 —— If you receive maintenance in the form of meals,
lodging, laundry, or the like, either for yourself or for both
yourself and your family, in addition to your cash salary,
check the “Yes” box. Maintenance, as used here, does not
refer to reimbursement for travel and transportation ex-
penses incurred in the course of official travel.

ITEM 10— This, the most important question on the form,
is where you tell in detail what you do. Each kind of
work that you do should be careftu explained. The task
which you consider most important should be given first, fol-
lowed by the less important work, until the least important
is described. If your work varies from season to season or at
specific times, duties should be grouped together according

to such periods. Give your complete work assignments over
a long enough period of time to picture your job as a whole.
If one kind of work takes one-half your time, say so. If an-
other kind takes one day a month, say that. You may prefer
to show the time spent on different duties as percentages or
fractions, as 75% of your time, or one-third of the year. Use
whatever method you think will give a clear understanding
of how you spend your working time, but be sure to show
how much time is used for each type of work. Do not state
it is impossible to estimate the time spent on various tasks; it
may be difficult, but you are in a better position to do this
than anyone else.

If you are performing duties other than those of your
usual position, describe both. In describing the temporary
position, you should give the name of the person you are
replacing, how long you have been filling in for him, how
long you expect to continue doing so, and the reason, such
as vacation, sick leave, etc.

If necessary for a full explanation of your job, attach
copies of forms used, being careful to explain how each is
used and what entries you make, but do not attach copies
unless you feel they are needed to describe your work.

Make your description so clear that anyone who reads
your answer, even if he knows nothing about your job, will
understand what you do. Be specific; do not use general
phrases.

Examples of work in different fields are given below as a
guide to the kind of statements wanted. Do not copy these
examples—use your own words. Ordinarily it will take all
the space provided on the questionnaire to tell what you do.
If you do not have enough space, attach additional sheets.

 

EXAMPLES IN THE LABOR FIELD ISItIIIed and UnsItIIIedI

 

2 months: I dig trenches with pick and shovel. Mr. Brown, my boss, tells me where to dig and when to stop.

1 month: I fill wheel barrows with sand or gravel and take it to the concrete mixer. I tamp concrete after it is poured into forms.

1 month: Etc. I ride a ten-ton flat-bed truck and help load and unload bags of cement, heavy rock, reinforcing steel ........ etc. We
generally haul from the warehouse yards to maintenance or construction jobs. I wash the truck . . . etc.

3 months: I operate a tractor on construction work as follows: ........................................... . ............

1 month: Hoisting work with a two- or three-drum hoist. (Vacation relief.)

2 months: Pile driving for retaining walls, excavations, and foundations. Sometimes I . . . etc.

 

EXAMPLES IN THE CLERICAL AND RELATED FIELDS

 

 

Average 4 hrs. I type vouchers in duplicate to accompany invoices, after they have been approved by Mr. Jones and extensions
per day: checked by Miss Smith.

2 hrs.: I type reports from rough pencil copy.

lhr.:Etc. Ialso...ete.

2 days: I file purchase orders chronologically and by department and vendor.

1 day: Etc. I sort and distribute letters.

10%: I take dictation from Mr. Brown, including letters, memoranda, and drafts of speeches, but Miss White takes all his

engineering dictation.

satin». Ifile...etc.

 

85

 

EXAMPLES IN THE ENGINEERING FIELD
Gmonths:

I lay out and trace plan-profile sheets for street improvements. I reduce survey notes, balance traverses, and plot maps

from the field books brought in by the field survey parties, also plot cross-sections and planimeter for cut and fill areas.

2 months: Etc. I draft . . . etc.

 

EXAMPLES IN THE ACCOUNTING FIELD

10%: I supervise three clerks assigned to the cost accounting system for road construction and maintenance.
10%: I assemble job record reports, post to summary sheets, and do other routine work.

5%: I tabulate and prove material for weekly, monthly, and annual reports.

2%: Etc: Icompile...etc.

 

EXAMPLES IN THE CUSTODIAL FIELD

1/2 day: Washing floors, walls, windows, and woodwork by hand.
1/3 day: Polishing metal; waxing and polishing floors with a polishing machine.

 

ITEM II —Give the name and title of your actual im-
mediate supervisor—the crew chief, section leader or
similar person to whom you look for orders, advice or
decisions and who probably works very closely and di-
rectly with you.

ITEM I2—If you have five or fewer persons under your
supervision, give their names and payroll titles. If more
than five, give their payroll titles and give the number
of employees under each title. If you supervise no em-
ployees, write “none."

ITEM I3—List here any major items of equipment, ma-
chines, or office appliances which you use in your work
and the approximate percentage of your working time
which you spend in the operation of each.

ITEM Ill—What instructions or directions do your su-

periors give you in relation to the work you do? How
detailed are instructions about what you are to do and
how you are to do it? You may have had instructions only
when you were new on the job. You may get special in-
structions with each new task. Describe the nature and
extent of the instructions you receive.

ITEM IS—Describe the check or review that is made of
your work. Are there any automatic checks by other
offices, or are there procedures which would catch any
errors you might make? How final are the decisions you
make about your work? Describe such features as these.

ITEM Ib—Explain the nature and purpose of important
contacts you have with people other than your fellow
workers. Is the purpose to obtain or give information, to
persuade others, or to obtain c00peration? What prob-
lems and difficulties are involved?

PART II—INSTRUCTIONS TO GENERAL SUPERVISORS AND DEPARTMENTAL OFFICIALS

Method of Distributing and Reviewing the Classification Questionnaires

You will be supplied with a complete set of three Clas-
sification Questionnaires and a copy of these Instructions
for each employee under your supervision.

Give each employee a set of Classification Question-
naires and Instructions. Ask employees who have access
to typewriters to work out their answers on one copy, and
then type them on the other two copies, and return the
two signed typewritten copies to you within five days-

Ask those employees who cannot type their own ques-
tionnaires to write their answers on one sheet and return
the complete set to you within five days, for typing. When
typed, return all three copies to the employees. Have the
two typewritten copies reviewed, dated, signed, and re-
turned to you.

Go over each employee’s questionnaire carefully to see
that it is accurate and complete. Then fill out Items 17
to 22, inclusive. The general supervisor should fill out

Items 17 to 20 on the questionnaire forms of only those
employees whom he supervises. A department head
should not fill in these items for employees whom he
directs through a sub-executive but only for those to
whom he assigns work directly. In all instances, the di-
rector or other administrative officer, or a representative
designated by him, should look over both the employees'
and their supervisors’ statements and indicate under
Item 22 any inaccuracies found. Neither the general su-
pervisor nor the administrative officer, however, should
make any alteration or change in the statements made by
a subordinate.

If there is a regular position under you which is tcm-
porarily vacant, or if an employee is not available to fill
out the questionnaire, please supply a form for that posi-
tion, made out as accurately as is possible. The fact that
an employee did not fill out the form and the reason
should be clearly indicated. If the employee returns. he
should fill out and submit his own questionnaire.

86

Suggestions for Filling Out Items I7 through 22

ITEM I7— Do not change the employee's statements. Read
them through and then give your opinion of their ac-
curacy and completeness. Is it a good description of the
position? Has he neglected to give a full picture of his
duties and responsibilities? Has he overstated them? Has
he put emphasis on the wrong points? Either comment
generally on his statements or refer to specific items.

If you have a number of positions under you which are
practically identical, it will be sufficient to answer Items
l8 to 21 fully for one such position only, and then refer
to such answers on the other questionnaires. You can
merely state, “Same as John Doe."

ITEM lB—Sum up what you consider to be the distin-
guishing aspects of the employee's job. What are the
most important functions carried on in this position?
What operations in the job contribute most to your or-
ganization? Is the position a beginning or an advanced
one?-

ITEMS I9 and 20—If the job involves any typing or
shorthand, even if merely incidental, answer these items
completely. If not, check “No."

ITEM 2] —With full consideration of the duties and re-
sponsibilites of this position, tell what are the basic quali-
fications of a person you would choose for the position
if it were to become vacant. What must he know? Of
what basic subjects, procedures, principles, laws, or regu-
lations must he have a knowledge? Must the knowledge

be thorough or is a general knowledge or familiarity
sufficient?

What abilities or skills must a successful employee
possess? How much formal education is necessary? What
course or subjects are required? Which are desirable but
not essential? Is previous experience necessary? If so, how
much experience, and in what type of work? What de-
gree of physical strength, agility, or endurance is neces-
sary? For what purpose is it used, e.g., for walking, lifting,
etc.? Please be as specific and complete as you can in an-
swering these questions.

Indicate, wherever possible, bath the basic qualifica-
tions required to fill the position and the desirable quali-
fications which you would like to have in a new employee.

ITEM 22—The comments made here by the department
head or other administrative officer should follow the
procedure suggested for the general supervisor in Items
17 and 18 to the extent that additional comment is
needed.

Return of Completed Questionnaires

One copy of the questionnaire signed by employee,
general supervisor, and administrative officer—the original
of the typewritten copies-should be submitted for each
employee in the department within no more than two
weeks of the date of distribution of the questionnaires
to employees. The carbon copy of the completed type-
written form is for departmental files.

POSITION CLASSIFICATION
QUESTIONNAIRE

 

87

 

 

 

 

 

I. Mr. Last Name First Middle Initial 4. Commission. Board. or Department

Mrs.

Miss
2. Official Title of Position 5. Division or Institution

Usual Working Title of Position 6. Section or Other Unit of Division or Institution
3. Regular Schedule of Hours of Work 7. Place of Work or Headquarters

From To

Mon.
'l‘uts.
Wed.
Thur.
I‘ri.
Sat.
Sun.

Length of Lunch l’eriod

Total Hrs. per Wk.
Explain rotation of shifts. if any:

 

 

 

Hrs. of "On-Call" Time
per Wk

. Is your work C] Full-Time? D Part-Time? D Year-round ‘.’

[:1 Seasonal? C] Temporary 2'

If work is seasonal. temporary. or part-time, indicate part of year or proportion

of full-time:

 

 

 

 

 

. Do you receive any maintenance (room. meals. laundry. etc.) in addition to your

cash salary 1' C] Yes C] No

 

10. Describe below in detail the work you do
Attach additional sheets if necessary.

. Use your own words, and make your description so clear that persons unfamiliar with your work can understand what you do.

 

TIME

WORK PERFORMED

LEAVE BLANK

 

 

 

 

11. Name and Title of Your Immediate Supervisor:

 

l2. Give the names and payroll titles of employees you supenise, if five or fewer. If you supenise more than live employees. {the the number under each title. If 3'01!

supervise no employees, write “none.”

 

 

 

Appendix I

not ®

 

 

 

annulus sync" suaunaudoq MUG

 

 

 

 

'amflestp not 1')th my.“ luaumims .IO saimmnnut sue ateatpul 'Jostumlns all) put: amoulum at“ )o stuatuoieis atoqc at“ uo )thulqu ‘5;

:ssou!‘ saqto so 'nuau
«aunt»: “.358qu ‘Xh ‘alv

 

Z'IIH' Pu' "fiUM'
'solpopaouq [opens

:uonns man.“ :u
'nsuagguao ‘sasuaat'l

:pum pun IJIO‘
as initial ‘oouogsadxg

“Unassujusd so
[Uta-Dds! 'uogieanpg

unusual ‘uoneanml

 

suoneoguuno alqutseq luuomppv suotsnagglnnb atria

"I! utdnoao aou aura [mPIAIPUI or." )o
suonuogtlenb at“ uni" Jam“ puttu u! “an! uomsod at" doax momsod liq: u! Kouuoia osnzn} u Iuguu u! position aq p|noqs quits; noK qagqn euotslagtlinb aq) muotpu] '1;

 

UBDHdO SAIIVUISINIWOV USHLO IIO OVBH INSWIHVdJG :IO LNBWBLVIS

 

 

 

 

 

 

anneuflgg s_10sg.uadng [EJJIIJO aitq
% 'punquoqs lupin] ut wads Mug )0 % 3M!) -—- sax U % find“ It! madam—lilo % OAK) — “A D
0N D 0N D

;puvquoqs astoaut u0m30¢ 9N} 9000 '03 i'uld‘l Japan! “of?!“ "m ”00 ‘SI

 

 

 

 

 

; uomsod III." ’0 sannp suussodust scout out sopgsuoa nox op '5qu '31

 

 

 

'suomppu .Io suoudaoxa Aua essogpuy 'aaxotdusa ’0 ssuausosns uo suaususug -

'~
s—a

 

 

IIOSIAllidI'lS 'IVIIENEO dO INEWBIVLS

 

 

 

 

unieufigs s‘aakoldusg aieq

asaidtuoa pun finance. a." put mao Km as. nausea. aaoqn at” sun lune.) I :NOILVDIJIIHEJ

 

 

 

'auqnd [Inuax out ruin pue 'suotiutueh‘so apgstno Ill!“ 'uno inoA ueqi saqto siuatuuedap qitn ssntuo.) snoA aqismq 9|

 

 

 

puma snort )0 status so :1.)qu up )0 1113)!) pun asmnu a." seq,“ u

 

 

 

(upon mok SutpieSu JAIJJJJ noA suognnnsug 10 was; put suntan 314: we teqM H

 

 

 

% ss
91.: “b
9.5 ob

 

 

 

 

up!” )0 uonaaado u! zuods our!) 30 zuao .nd Gaga aprons 100‘ u! [palates pun zuausdgnbo .io “UIIPVN 11‘

 

88
M E M 0 R A N‘D U M

 

March 22, 1967

Subject: Research Project for Masters Degree Thesis

The purpose of this memorandum is to appraise all command
personnel of a study that is going to be conducted by two Michigan
State University graduate students. Mr. Thomas Johnson and Mr.
William Condie.

These two men, to fulfill their Masters Degree requirements,
have asked this department to aid them in providing them with
certain data.

In the next few days, these two students will be visiting
this department and asking all sworn police personnel to complete
a questionaire (sic). An instructional memorandum will be forth-
coming.

s/Thomas w. O'Toole
THOMAS w. O'TOOLE
Inspector of Police

Distribution: All Command Personnel

Appendix 2

89

M E M O R A N D U M

 

March 24, 1967
SUBJECT: RESEARCH PROJECT FOR MASTERS DEGREE THESIS
I. PURPOSE

This memorandum is to inform all command officers to distribute
to their personnel a copy of the enclosed questionnaire. Two
Michigan State University graduate students working on their Masters
Degree Thesis require certain data that is set forth in this question-
naire.

II. REQUIREMENTS
1. All sworn personnel are asked to complete the questionnaire.

2. Command officers shall distribute a copy of the questionnaire
containing instructions to each officer and explain to them the
purpose of the research project.

3. Officers are to complete items 1 thru 16 on the questionnaire.

4. Contrary to the instructions, the officer shall return to a
supervisory officer, only one copy of the questionnaire. The other
copies of the questionnaire and the instructions need not be returned.

5. Items 17 thru 21 shall be completed by the immediate super-
visory officer (in most cases, a Sergeant.) Where the immediate
supervising officer is a commanding officer, then item 22 may be
disregarded.

6. Where items 17 thru 21 are completed by a supervisory and
not a commanding officer, the commanding officer shall complete
item 22.

7. Officers are to return the questionnaire by March 30, 1967
to their divisional head.

8. Commanding officers are to return the completed question-
naire to the Planning and Research office by April 5, 1967.

It is my desire that all personnel cooperate in aiding these
two graduate students in acquiring this data as their end result
may aid this department.

s/Derold W. Husby

DEROLD W. HUSBY
Chief of Police

Appendix 3