v‘ -—E — — - - - - - - - - — - QUANTITATIVE ANALYSIS OF TRAINING AND EDUCATION: THE CASE OF THE POLICE Thesis for the Degree of M. S. MICHIGAN STATE UNIVERSITY VERNON E. RICH 1967 III IIIIIIIIIIIII IIIIIIIIIIII III 293 01060 4266 I LIBRARY Michigan State University I 15-." .-9‘ as: .1 H —. "0‘ ' ' l‘ q :2 E‘Ii attl I95 .II II l."‘l..ll|"ll 1'1 1 Il‘l QUANTITATIVE ANALYSIS OF TRAINING AND EDUCATION: THE CASE OF THE POLICE BY Vernon E. Rich AN ABSTRACT 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 o I -———- APPROVED ». . I I. V .. [.444A‘44A‘I‘. _.'l A_ QUAKE The massive fixing proce technique to Trim fact centralized :‘egrees o: c and ed' catic Some : I‘m-2% of I Bilit)‘ of C in Setting SE‘I’eral OCC training su tortions The h ABSTRACT QUANTITATIVE ANALYSIS OF TRAINING AND EDUCATION: THE CASE OF THE POLICE The problem to which this effort is addressed is the need to collate data pertaining to relevant factors upon which administrative decisions are based in the training and education function of public service agencies. The massive data and diversity of factors having impact on the decision- making process in the police training field denotes the need for a technique to be devised which allows consideration of all the data on the various factors in a comprehendible and meaningful form. The creation of centralized agencies at the state level to set standards, to certify degrees of competency, etc., further dictate a need to put a man's training and educational achievements into comparable and meaningful form. Some states have considered proposed legislation to compensate victims of criminal acts and insurance companies have considered the feasi- bility of considering the quality of police departments and their personnel in setting rates for burglary and robbery insurance. Courts of law have on several occasions considered the quantity and quality of training by certain training subjects such as firearms training in determining liability for tortious acts by police officers. The hypothesis of this effort is stated as: It is feasible, for purposes of administrative decision- making in a public service agency, to develop an index system to represent individual and organizational training and educational needs. Vernon E. Roy“ The me“ 5""'\' the Era: 5.32 of the retards for t? extensive $1144 Included in t3 eizcatianal ti ie;ert:ents t: The thi] techniques :61 tstal conditi: a: help need-e: The tecI g for k e 2.231 Vernon E. Rich Abstract The methodology consisted of three phases. The first phase was to study the training and educational characteristics of 5,708 police officers (78.2% of the total) in the six-county metropolitan Detroit region. The records for the officers were obtained by questionnaires filled out by each responding officer. The second phase was a study of police standards. Three field interviews with police educators and practitioners were held and an extensive study of the available literature in the field was performed. Included in this literature review were the training course outlines, educational requirements and training requirements for several police departments throughout the country and state. The third phase was to study indices used by other fields. Many techniques were explored varying from indices devised to evaluate the total condition of newborn infants to a technique for indexing the type of help needed by potential suicide victims. The technique proposed as a result of this study is designed to produce three indices for either the individual or a group of individuals such as an entire police department or a work unit. The major index is a relative indicator of the deficiency, quantitatively, of education, basic training, and additional training based on the standards fed into the system. The second index is an indicator of the relative deficiency in training for persons in supervisory ranks or above. The third index is a qualitative indicator of the dispersion of a person's training attain- ments by subject matter. A central feature of the technique is its flexibility in permitting any standard to be used in rating the individual Yarns: E. chh c: group at m The tec'r. Vernon E. Rich Abstract or group of individuals. The technique is believed to have greatest potential when used with a computer thereby allowing rapid periodical review. No effort is made here to adapt the technique to the computer, but it is the next logical operation. QUANTITATIVE ANALYSIS OF TRAINING AND EDUCATION: THE CASE OF THE POLICE By Vernon E. Rich 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 Sincere agre zazefully achnca‘le g.iince, this prcj The pc‘ IIetrapoli‘ta: Bruce grsviding t'n RAIph Pdec’ing to The D and the SC“; Dame (31550 and indirec Art 1 Dr Abe being Pri: me for C Completed! he, and €116ij BEL. Piling da 1. ACKNOWLEDGMENTS ISincere appreciation for the assistance of many persons is gratefully acknowledged and hereby noted. Without their assistance and guidance, this project could not have been completed. Special thanks to: The police officers and officials of the Detroit Mbtropolitan Region who made the project possible. Bruce Olson for facilitating access to the data and providing the nucleus of the index concept. Ralph Turner for serving as thesis advisor and his timely prodding to complete the project. The Directors of the Institute for Community Development and the School of Police Administration and Public Safety, Duane Gibson and Art Brandstatter, respectively,for their direct and indirect financial assistance. Art Brandstatter, Noel Bufe, and Sam Chapman for acting as resource persons on the subject of training and educational standards. Dr. Fred Thaden for his assistance with p0pulation projections. Almeda Ritter for scheduling and providing assistance, and being primarily responsible for creating an atmosphere in the Insti- tute for Community Development conducive to "getting a project completed." Fleurette Bodell for her monumental efforts in compiling and checking data and assisting on the typing task. Helen E. Walls for her untiring efforts and interest in com- piling data and bibliographical material. ii Saucy interest, a: copy. ‘I} fa understand: Nancy Clark, Pat Burnham, and Pat Higgins for their patience, ilrterest, and skill as typists in producing drafts and this final copy. My family, Jane, John, and Carol, for their patience and understanding during the past year. Vernon E. Rich East Lansing, Michigan August, 1967 iii H F3 n: f 11. "T 9-4 '3' O CHAPTER I . I. II. III. TABLE OF CONTENTS INTRODUC TI ON 0 O O O O O O O O O O O O O O O O O O O O TIE PROBI-IEM O O O O O I O O O O O O O O O O O O O O O O A. Statement of Problem B. Significance of Problem THE STUDY . . . . . . . . . . . . . . . . . . . . . . . A. Hypothesis B. Methodology C. Limitations DEFINITION OF TERMS . . . . . . . . . . . . . . . . . . . Index . Training and Education . Region or Area . Police . Public Service Agency FJCICDUIP’ CHAPTER II. REVIEW OF THE LITERATURE . . . . . . . . . . . . . . I. II. III. IV. INTRODUCTI ON 0 O O O O O O O O C O O O O O O O O C O O C THE QUANTITATIVE APPROACH TO DECISIONS . . . . . . . . . INDICES IN GENERAL . . . . . . . . . . . . . . . . . . . A. History B. Definitions C. weight D. Criticisms SPECIFIC INDICES . . . . . . . . . . . . . . . . . . . . The Crime and Delinquency Index in Canada The Apgar Index The PACE Index The Jellinek Formula The Traffic Enforcement Index Quantifying Intensity of the Abstinence Syndrome During Withdrawal By Narcotic Addicts Community Social-Economic Level Indices numuow> G) S WY 0 O O O O O O O O O O O O O O O O O O O O O O 0 iv 13 16 l6 17 18 23 37 Iti. DESCRZ A. 3. II". In 1 . "1 L1! JTr £;J fx) _ I L‘wNHe—i’ A-' '.: CHAPTER III. I. II. III. TABLE OF CONTENTS (cont.) IETHODOLWY O O O O O O O O O O O O O O O O O O O O 3 9 INTRODUC TI ON C O O O O O O O O O O O O O O O O O O O O O 3 9 S TIJDY DES IGN O O O O O O O O O O O O O O O O O O O O O O 3 9 QWNUOUJI> Study Objectives Site Selection Questionnaire Phase Census of Region's Police Analysis of Questionnaires Determining Standards Development of the Index DESCRIPTION OF SUBJECTS . . . . . . . . . . . . . . . . 48 A. B. CHAPTER IV. I. II. III. The Units of Government The Police Census Police Departments Police Officers The Michigan State Police Overlay Census Results By Rank Rank Grouping Respondents and Non-Respondents Standards International Association of Chiefs of Police President Johnson's Task Force on the Police Standards of the Hong Kong Police Department Field Interviews a. The Police Educator b. The Police Trainer c. The Practitioner H £1!wa (SD-lg. o o o waI-‘l-J SURVEY FINDINGS AND THE INDEX . . . . . . . . . . . . 99 INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . 99 SURVEY FINDINGS . . . . . . . . . . . . 99 MUCCH?’ 0w>H Age, Entry Age, and Police Experience Education Basic Training Developmental Training Size of Community as a Variable PROPOSED INDEX . . . . . . . . . . . . . . . . . . . 201 Criteria The Technique The Technique Applied vw V‘qna ESE? V. 5.... I. SHAKE-12' II. 1.311351 :11. IVPLZCA It... I' T“! ‘ O 2“..‘hn?53 . . “ V “A Inn" y “.3 “-Mauu c 1. RICE II. LIST 0] LL) i BY COL". ’79 ‘~A. m §t~ v— TABLE OF CONTENTS (cont.) CHAPTERV. SUMMARY....... I. SUMMARY OF HYPOTHESIS, METHOD, AND FINDINGS II. LIMITATIONS . . . . . . . . . III . IMPLICATIONS BIBLIOGRAPHY . APPENDICES . I. POLICE CENSUS TABULATIONS . . . . II. LIST OF COMMUNITIES AND TOWNSHIPS RESPONDING TO QUESTIONNAIRE AND WHICH WERE INCLUDED IN TABUIATION BY COUNTY III. THE QUESTIONNAIRE vi 226 228 230 243 245 266 270 —- lac-p A‘. .AAAL.‘ PCLICE BY CUB". PER CHIC u": an- ELM, b "‘ .n.. P“ -‘ v‘nm— ' I xv'h-b AL D? ‘uR H‘u— _.\4 Tm n- DRA‘ ":r‘w-r’ A A ‘J~'~L “ BY 0317;“. Figure 1-1 3-1 3-2 3-3 3-4 3-5 3-6 3-7 3-8 3-9 3-10 3—11 3-12 3-13 3-14 3-15 3-16 LIST OF FIGURES RELATIONSHIP BETWEEN TRAINING AND PERFORMANCE . POLICE EXPENDITURE CHARACTERISTICS FOR THE REGION BY COUNTY . . . . . . . . . . . . . PER CENT OF REGION'S TOTAL LAND AREA, POPULATION, AND STATE EQUALIZED VALUATION . . . . . . . PROJECTED GROWTH OF REGION BY COUNTY FROM 1960-1980 . PER CENT 0F REGION'S POPULATION BY COUNTY BY FIVE YEAR PERIODS . . . . . . . PROJECTED SHIFTS IN PERCENTAGE OF REGIONS POPULATION BY COUNTY . PER CENT OF PROJECTED CHANGE BY COUNTY BETWEEN 1960 AND 1980 NUMBER OF POLICE DEPARTMENTS BY COUNTY IN METROPOLITAN REGION JURISDICTIONS HAVING ONE-OR-TWO-MAN DEPARTMENTS GEOGRAPHICAL DISTRIBUTION OF FULL-TIME POLICE DEPARTMENTS . JURISDICTIONS BY COUNTY WITHOUT FULL-TIME POLICE OFFICERS, BUT HAVING PART-TIME POLICE OFFICERS PER CENT OF POLITICAL SUBDIVISIONS HAVING A POLICE DEPARTMENT DISTRIBUTION OF POLICE OFFICERS BY COUNTY AND TYPE OF JURISDICTION . POLICE DISTRIBUTION BY COUNTY . DISTRIBUTION OF POLICE OFFICERS BY COUNTY . MICHIGAN STATE POLICE PERSONNEL ASSIGNED TO DISTRICT 2 DISTRIBUTION OF FULL-TIME POLICE OFFICERS BY RANK AND COUNTY . . . . . . . . . . . . . . . vii 50 51 53 54 55 56 59 60 61 63 64 66 68 69 7O 71 5. l t... A.) a a; ~-~-.1 LIST OF FIGURES (cont.) Figure Page 3-17 NUMBER OF PART-TIME POLICE OFFICERS AND PER CENT OF FULL-TIME OFFICERS BY COUNTY . . . . . . . . . . . . 74 3—18 NUMBER OF RESERVE OR.AUXILIARY POLICE OFFICERS AND PER CENT OF FULL-TIME OFFICERS BY COUNTY . . . . . . . . . . 75 3-19 NUMBER OF POLICE OFFICERS SHORT AND PER CENT OF FULL- TIME OFFICERS BY COUNTY . . . . . . . . . . . . . . . . . 76 3-20 DISTRIBUTION OF POLICE OFFICERS OF THE REGION BY RANK GROUP . . . . . . . . . . . . . . . . . . . . . . . 78 3-21 PER CENT AND NUMERICAL DISTRIBUTION OF OFFICERS BY RANK GROUPING . . . . . . . . . . . . . . . . . . . . . . 79 3-22 QUESTIONNAIRE RESPONSE . . . . . . . . . . . . . . . . . 80 3-23 PER CENT OF RESPONSES BY AREA AND COUNTY . . . . . . . . 81 3-24 PER CENT OF RESPONSE BY COUNTY TO CENSUS . . . . . . . . 82 3-25 PER CENT OF RANK ORDER (According to Police Census) RESPONDING TO QUESTIONNAIRE . . . . . . . . . . . . . . . 84 3-26 RESPONSE BY COUNTY BY RANK GROUPING . . . . . . . . . . . 85 3-27 RESPONSE BY RANK GROUP . . . . . . . . . . . . . . . . . 86 4-1 MEAN AGE BY RANK GROUP AND COUNTY . . . . . . . . . . . . 100 4-2 MEAN AGE OF RESPONDENTS BY RANK GROUP AND COUNTY . . . . 101 4-3 DISTRIBUTION OF RESPONDENTS IN PERCENTAGE BY LENGTH OF SERVICE . . . . . . . . . . . . . . . . . . . . . . . . . 102 4-4 NUMBER OF RESPONDENTS BY LENGTH OF SERVICE . . . . . . . 104 4-5 MEAN YEARS WITH PER CENT DEPARTMENT BY RANK GROUP AND COUNTY . . . . . . . . . . . . . . . . . . . . . . . 105 4-6 MEAN YEARS WITH DEPARTMENT . . . . . . . . . . . . . . . 106 4-7 MEAN YEARS OF EXPERIENCE BY RANK GROUP BY COUNTY . . . . 107 4—8 MEAN AGE AT TIME OF ENTRY INTO DEPARTMENT . . . . . . . . 108 viii «ii ‘1' 7'10 “I? YES ASE PRD'AR'I I TQD‘V“? US V-‘uu mt ”:1 ‘u‘. USU". ROI C33 MEAN CCZ AND {if}? I'm CC] EYDTD'FI ,- “T‘A‘L. u“ I. - “N‘ h ,1 \“‘ R.:, ‘U f [— 1, Figure 4-9 4-10 4-11 4-12 4-13 4-14 4-15 4-16 4-17 4-18 4-19 4-20 4-21 4-22 4-23 4-24 4-25 4-26 LIST OF FIGURES (cont.) MEAN AGE AT TIME OF ENTRY INTO DEPARTMENT . PRIMARY AND SECONDARY EDUCATIONAL ACHIEVEMENTS OF RESPONDENTS BY COUNTY . MEAN GRADE ACHIEVEMENT OF RESPONDENTS BY COUNTY AND RANK GROUP MEAN COLLEGE SEMESTERS PER RESPONDENT WITH COLLEGE AND NUMBER OF RESPONDENTS WITH COLLEGE MEAN COLLEGE SEMESTERS PER RESPONDENT WITH COLLEGE EXPERIENCE BY RANK GROUP PER CENT OF RESPONDENTS WITHOUT ANY COLLEGE WORK MEAN PER CENT OF RESPONDENTS WITHOUT COLLEGE BY COUNTY COMPLETED COLLEGE LEVEL PROGRAM OF STUDY AND RESPONDENTS WITH COLLEGE BUT NO DEGREE DISTRIBUTION BY RANK GROUP OF COLLEGE DEGREES AND THOSE PERSONS WITH AT LEAST ONE SEMESTER OF COLLEGE- LEVEL STUDY . NUMBER OF RESPONDENTS BY FIELD OF COLLEGE STUDY . DISTRIBUTION OF RESPONDENTS WITH COLLEGE WORK AND NUMBER OF SEMESTERS BY COLLEGE DISTRIBUTION OF RESPONDENTS NUMERICALLY AND BY PER CENT FOR THE REGION BASED ON THE QUESTION WHETHER THEY RECIEVED BASIC TRAINING SAME AS FIGURE 4-20, BUT FOR.MACOMB COUNTY ONLY . SAME AS FIGURE 4-20, BUT FOR MONROE COUNTY ONLY . SAME AS FIGURE 4-20, BUT FOR OAKLAND COUNTY ONLY SAME AS FIGURE 4-20, BUT FOR ST. CLAIR COUNTY ONLY SAME AS FIGURE 4-20, BUT FOR WASHTENAW COUNTY ONLY SAME AS FIGURE 4-20, BUT FOR WAYNE COUNTY ONLY 112 114 115 116 117 118 120 122 124 129 130 131 132 133 134 135 4.32 Y re?“ " LEM“: A: \. RESP-353'; l?"rp RILK‘JU l ' run—n: h , _ P Shh-m *~~. IEDICATII PER can: SERVICE I ER CENT m A33:- Iu- ~fl .h _ T III R U. SAFE A3 A33 35:3 Figure 4-27 4-28 4-29 4-30 4-31 4-32 4-34 to 40 4-41 4-42 to 48 4-49 4-50 4-51 4-52 4-53 4-54 4-55 LIST OF FIGURES (cont.) LENGTH OF BASIC TRAINING BY PER CENT OF THOSE RESPONDENTS WITH BASIC TRAINING . AGENCIES WHICH PROVIDED BASIC TRAINING TO RESPONDENTS DISTRIBUTION OF RESPONDENTS (74%) LISTING ADDITIONAL TRAINING . . . . . . . . . . . . . . . . . MEAN WEEKS OF ADDITIONAL TRAINING PER RESPONDENT INDICATING ADDITIONAL TRAINING ON HIS QUESTIONNAIRE . PER CENT OF RESPONDENTS BY COUNTY AND LENGTH OF SERVICE WITHOUT ADDITIONAL TRAINING . PER CENT BY RANK GROUP OF RESPONDENTS NOT REPORTING ANY ADDITIONAL TRAINING BY SUBJECT GROUPING FOR THE REGION SAME AS FIGURE 4-32, BUT FOR EACH OF THE SIX COUNTIES AND DETROIT SEPARATELY . . . . . . . . . . . MEAN HOURS OF ADDITIONAL TRAINING PER RESPONDENT WITH ADDITIONAL TRAINING FOR THE REGION . SAME AS FIGURE 4-41, BUT FOR EACH OF THE SIX COUNTIES AND DETROIT SEPARATELY . . . . . AGENCIES LISTED AS PROVIDING THE ADDITIONAL TRAINING TO RESPONDENTS OF REGION GEOGRAPHICAL DISTRIBUTION OF THE O-4,999 AND 5,000- 25,000 POPULATION GROUPS . . . . . . . . . DISTRIBUTION OF RESPONDENTS IN THE O-4,999 POPULATION GROUP . . . . DISTRIBUTION OF RESPONDENTS IN THE 5,000-25,0oo POPULATION GROUP . . . . . . . . MEANS OF SELECTED CHARACTERISTICS FOR THE 0-4,999 POPULATION GROUP BY RANK GROUPINGS . . . MEANS OF SELECTED CHARACTERISITICS FOR THE 5,000- 25,000 POPULATION GROUP BY RANK GROUPINGS . COMPLETION OF COLLEGE-LEVEL PROGRAMS 0-4,999 137 138 141 143 144 145 146- 153 154 155- 170 172 175 176 177 178 179 180 Q. 1 A s.f2 CDF’EE'. FEED C F1313 I X135 CE LIST OF FIGURES (cont.) Figure Eggs 4-56 COMPLETION OF COLLEGE-LEVEL PROGRAMS 5,000-25,000 . . . . 181 4-57 FIELD OF STUDY 0-4,999 . . . . . . . . . . . . . . . . . 183 4-58 FIELD OF STUDY 5,000-25,000 . . . . . . . . . . . . . . . 184 4-59 NAME OF SCHOOL BY SEMESTER HOURS O-4,999 . . . . . . . . 185 4-60 NAME OF SCHOOL BY SEMESTER HOURS 5,000-25,000 . . . . . . 186 4-61 RECEIVE BASIC? O-4,999 . . . . . . . . . . . . . . . . . 187 4-62 RECEIVE BASIC? 5,000-25,000 . . . . . . . . . . . . . . 188 4-63 PER CENT OF RESPONDENTS BY RANK GROUP WITHOUT BASIC TRAINING . . . . . . . . . . . . . . . . . . . . . 189 4-64 MEAN HOURS OF BASIC TRAINING (CLASSROOM) FOR RESPONDENTS WITH BASIC TRAINING . . . . . . . . . . . . . 191 4-65 MEAN HOURS OF BASIC TRAINING PER RESPONDENT WITH BASIC BY RANK GROUP AND POPULATION GROUP . . . . . . . . 192 4-66 FROM WHO RECEIVED BASIC? 0-4,999 . . . . . . . . . . . . 193 4-67 FROM WHO RECEIVED BASIC? 5,000-25,000 . . . . . . . . . 194 4-68 PER CENT BY RANK GROUP OF RESPONDENTS NOT REPORTING ANY ADDITIONAL TRAINING BY SUBJECT GROUPING O-4,999 . . . 195 4-69 FIGURE 4—68 IN GRAPH FORM.. . . . . . . . . . . . . . . . 196 4-70 PER CENT BY RANK GROUP OF RESPONDENTS NOT REPORTING ANY TRAINING BY SUBJECT GROUPING 5,000-25,000 . . . . . . 197 4-71 SAME AS FIGURE 4-70 IN GRAPH FORM . . . . . . . . . . . . 198 4-72 ADDITIONAL TRAINING BY RANK GROUP 0-4,999 . . . . . . . . 199 4-73 ADDITIONAL TRAINING BY RANK GROUP 5,000-25,000 . . . . . 200 4-74 WHO PROVIDED ADDITIONAL TRAINING? 0-4,999 . . . . . . . 202 4-75 WHO PROVIDED ADDITIONAL TRAINING? 5,000-25,000 . . . . . 203 xi O {J a. .. ’ .'\' V A“ CALL IXUIY' ._ GROUP E53 5'! Figure 4-76 4-77 to 86 4-87 4-88 LIST OF FIGURES (cont.) POLICE TRAINING AND EDUCATIONAL PROFILE . INDIVIDUAL PROFILES OF TEN OFFICERS GROUP PROFILE . DATA FOR THE TEN PROFILES xii Page 206 212- 221 222 223 CHAPTER I INTRODUCTION I. THE PROBLEM As new public service agencies arise and established ones acquire new goals, grow, and try to improve themselves, the administrative problem of training employees increases. Training as an end in itself and continuation of traditional training courses merely because they SEE traditional, are no longer suitable for the public agency administrator who must show goal oriented returns for the tax dollar earmarked for employee development. Several sociological, economic, and political factors beyond the scope of this study (but which are dealt with in any current sociology or public administration text) make the public administrator highly cost conscious and force him to maximize returns to the agency. Training is frequently looked upon as a peripheral concern for which expenditures are dependent on excess funds being available for that fiscal period. Private industry or organizations created under the profit motive have led the way in relating more and better training programs to better goal achievement. Public service organizations, of which the police are an example, have followed slowly the lead of private business, but only recently has much impetus been given them. In the police field this impetus took the form of civil unrest, new laws, new court decisions directly affecting police techniques, and changing 5::ia‘. patter." :5..;:g :cr 1:; azi :cre tax : .. 9”." «a a. N; C :26 56““: . ‘-ll‘bt_ rt 1 y “~5L‘ on - "\ MI {‘53 u Ln 8 t} E's \ ‘ . airlly. (,1! “In NH" ‘3 social patterns——a11 of which puts the police field in a critical position calling for more and better training, more and better educational standards, and more tax money to pay for this training and education. The last of these needs, financial resources, is rapidly decreasing but as unprecedented amounts of money are being channeled into colleges, police training programs, vocational training, and related research by both public and private sources.1 Federal agencies are becoming concerned and are providing funds and guidance to develop ways of meeting these needs. Community colleges are perhaps one of the most promising means of attacking the problem and appear to be moving toward that end. Looming in the forefront of the situation is the problem of how the administrator handles this age-old problem which suddenly takes on new dimensions. Of prime consideration to an attempt to upgrade the training and educational levels of a body of people is an inventory of the training and educational needs of individuals and the groups to which they belong. To have a dynamic and effective training program the administrator must install a diagnostic phase in his decision—making process.2 This means carefully dissecting each factor having impact on the training function of an organization, collecting data about each of these factors, analyzing them, and then collating them to facilitate the selection by the administrator of one program which is superior to the others. 1Several agencies, both public and private, have provided financial support either directly or indirectly for police training. Some of the more prominent ones are the Office of Law Enforcement Assistance, Office of Economic Opportunity, Ford Foundation, Inc., Mott Foundation of Flint, Pfichigan, and the U.S. Office of Education, to name but a few. 2See Chapter 1, Herbert A. Simon, Administrative Behavior, Second Edition, New York: The Free Press, 1957, p. 1. To perfsm grzted'xes vhic': analyze the I melted in the 33513515 , he vi ‘43s ~’ ‘ “Ca 2"! r. h‘ It LL ‘1 I? . “Tut-Egg seek. ‘L, . 19485 t H v' To perform this diagnostic function the administrator should develop procedures which will routinely or periodically provide him with data to analyze the agency, the individual jobs or positions, and the personnel involved in the training program. In executing the first phase, organizational analysis, he will study the entire organization, its objectives, and the total socio-economic-technologica1 environment within which the organization exists. A thorough job analysis involves a study of positions to define the specific content of training needs. This requires an orderly and systematic collection of data about the positions: what tasks constitute the job, how are these tasks performed, what behavior is necessary to perform the job, etc. Similarly, the manpower factor can be analyzed be determining whether employees performing below standard have the potential for improvement with proper training. Conceptually, the ideal would be to develop tests, scales, and standards to measure, compare, and categorize or classify employees, but it does not readily lend itself to such an approach. Perhaps in the future, administrative science and other behavioral disciplines will be sufficiently perfected to permit their application to an analysis of police tasks and performance. However, the present state of administrative science appears to consist of a random presentation of the data on which decisions are made. There is an urgent need for better administrative tools and techniques to be used in presenting and analyzing data and choosing between alternatives. A. STATEMENT OF PROBLEM The problem chosen for this thesis is very real for the police a::;:;stratr:e I M="':;s:raters 115:3? L'm‘n * Luz. b "S, - A A. L‘atS ‘E:€:de'f‘ v ‘ ' “} IE I Rh..- , "nuts 15 She- ! , S" 1": -, r l .T‘ ~e ‘531 ~f‘ lfare 4 field, but is not limited to that field. The question is, how may educational and training needs be identified with sufficient precision to allow sound administrative decisions covering personnel development? Heretofore, agency administrators (1) had the problems of the training function decided for them by having little or no resources allotted for employee development, (2) were bound to follow precedent, (3) depended on a higher authority in the organizational framework to dictate the course of action, or (4) made decisions based on intuitive understanding of the problem and ability to guess correctly. The problem is depicted by FIGURE 1, a diagram presented by Nelson A. Watson in his paper, "Thoughts on Police Training."3 A dependency relationship between the selection, training, and performance phases is suggested; two police officers in relative position to each other are shown. Such a conceptualization both separates three major factors: basic qualification, training, and performance, and at the same time suggests their interdependency. The problem facing the adminis- trator is how to rank and classify men, individually and collectively, on the basis of their abilities and disabilities. Few administrators are entirely satisfied with their training programs and the results they have produced. Consequently, they have resorted to gimmicks, fads, outside consultants, and training programs which have produced good results for other organizations. Many have taken what is most available and least expensive to devise a "better" training program. 3Sponsored by a grant from the U.S. Department of Health, Education, and Welfare to the International Association of Chiefs of Police. October, 1964, p. 2. High Moderate Excellent OFFICER A fl Basic Amount Quality_of u Ifications of Training Performance OFFICER B ‘9 ., l ‘\ I ,’ I ,,” K S .. _. a “ ' - ' Low Extensive Poor Figure 1. Highly qualified Officer A receives moderate training and is an excellent performer. Poorly qualified Officer B receives extensive training but is still a poor performer. Repeated training (dotted line) may improve his performance. (Taken from: Nelson A. watson, Thoughts on Police Training, Washington, D.C.: International Association of Chiefs of Police, October 1964, p. 2.) Asmnrsx o“; I "T 5:504fifigues .'h SHED-12331311 1f .. . . I:"\‘." ‘ Q :n-> 4 .hbougnk ‘ Luna '5‘ u: 32:, :as m se' “t“"mré In: ’1'" F~ ,3 - unit ASCE‘S or a 10 IEC‘NI a; .‘ r. c 2" 5=‘e§3t13 "a. 5111" I” III A; . a3 - ' . Administrators have concerned themselves directly with training techniques and only indirectly with the needs of the personnel and the organization in terms of short-range and long-range goals and objectives. Training, instead of being systematized in an effort towards a precise end, has in several organizations become an end in itself. Concerning education, individuals either in or preparing for service in the various public service agencies have taken courses, programs of study, and degrees which are not, in effect, goal oriented in terms of either the needs of the agency or the needs of the individual in performing his job. Thus arises the problem of being able to identify the needs of an agency's personnel individually and collectively. To recognize the training and educational needs at various levels of aggregation,4 an agency administrator must collect data reflecting the performance of individuals separately and collectively. This procedure requires the administrator to collect, digest, and evaluate data on constantly changing variables and has little collective meaning unless it is put into a useable form for routine use. The training history of most public agencies will provide evidence that training decisions were not adequately based on a full consideration of the facts. This is not an indictment of an administrator's record regarding training decisions, but, instead, an indictment of the "tools" with which he has to work in making decisions. In a computerized era, 4Aggregation is used here to mean the grouping together of the individuals' needs. This grouping may be in terms of the entire organization as to its ability to achieve its goals or any subgroup thereof. An example would be the grouping together of the individuals' needs in an investigative to determine deficiencies in ability to perform at the desired level. . nah- L 3 ::r cam-pie, t..e aiapt this comput evaluate the dat; trazmg and ed; as a iiscioline A :1; : “‘“ *3! years :2 3: its COZDC‘I'I Ci “5n. ‘ 5.4I315 ..... .ing that VT: ‘1‘. e '°. ...a. One ca] i; _ " a 13% Cant: 1: .L . . .Iessrrica: 'g’fi~" V~L541 for example, the challenge in the administrative research field is to adapt this computer to helping the administrator to collect, digest, and evaluate the data necessary to make better decisions regarding the training and educational needs of an agency and its individuals. A major aspect of this problem is the consideration of training as a discipline in itself. Education has become a separate discipline, and for years has more or less carried training on its shirttails because of its common concern with the learning process. Today, we hear proponents contending that education and training are completely separate while others say that one cannot distinguish between them. Between these extremes there is a long continuum with various interest groups "camped out" at various positions. Quibbling over terminology is not our primary interest, but rather to explore the feasibility of systems of classification for training. Establishing a system of classification means developing a thorough scheme of classification of data in an orderly form. Category agreement and recognition of significant differences in the objects being classified 5The utility of indices is summarized by the following quote from Hans Ziesel, Say It With Figures, Fourth edition, New York: Harper & Row, 1957, p. 91: As social research methods progress, ever more complicated complicated concepts become subject to quantitative analysis. We not only measure and compare such simple qualities as age and money income, but also make efforts to measure more complex attributes, such as morales, intelligence, or marital happiness. Most of these more complicated concepts are composed of a variety of individual traits The problems of index-building are manifold, but in the main they can be grouped around four concepts: the accuracy (validity) of the index; its theoretical and practical utility; its economy; and its clarity. ' essential fir Pliny dzini ratzer Iran beta; u :3 :W“ s' I~t ‘ ' ‘Dn 1R ; ‘33 the a ‘\ .R 7‘ .‘e F; l 4 g g. V E ‘a ' tie "‘11.: :t grm'c’ih l‘ y. 4 ‘e Eh. ‘ .h‘cb g t.‘:1lah I 1! t3 r- . Mn.. ‘1Rg a .‘ “in ., 3. sun mstit.‘ . «.2 . er J: H Uri”: -\ .2“? 5 “ie V 35-3 O“‘lel b are essential first steps. Many administrative practices in public organizations simply evolved rather than being carefully created. Training practices, likewise, have evolved without system or pattern. Today we find ourselves forced to develop, reshape, and devise the discipline, science, or art of training under pressure of immediate organizational and societal need. To develop a workable classification system for the public service training field, norms and standards must be determined, whatever the frame of reference may be. To maintain a certain standard, and to raise certain norms, various forms or techniques of training may be resorted to. Characteristics of individuals and groups can compensate for or remove the need for certain types or forms of training but these should be put into some measurable form to permit a classification scheme to function in a meaningful fashion. In the past, formal training and education were seldom encountered and classification systems for training were relatively unimportant to administrators. Today the prevalence of formal training and education is evidenced by what are termed "paper statistics."7 The time when a few well-educated, well-trained individuals in a group or organization would suffice is past. Today, individuals' characteristics or credentials 6An excellent discussion of classification in the training field is presented in the United Nation's Handbook of Training in the Public Service Field, 1966, pp. 277-281. 7The value of a formal education and training program is exemplified by the growing concern for academic degrees, certificates of completion, etc., which, to a certain degree, suggests that society and administrators are placing a premium on formal programs of education and training. Certain military and governmental organizations have been accused of placing undue value on paper statistics rather than overall quality of the personnel body. It is £23 assumed for purposes of this project that flnmml educational and training achievement are £23 determinative factors in.rating personnel or describing an organization. as amassed by g: ::‘a:hieve organ. A discussi. :f carlexity. simian in the: u q Sill-:5. The CD? ,r:;.r.:.:g1ca1 anc marine and c EISEiia‘Jle pros: :55 33:1 to achieve L323? ‘ w . = .93; goals 01 In Smarv , 51.3715: . “MW for a: I... . it, :53" s "“3 Pertain II ° Ti STL‘DY 5- E? 01“,»: are amassed by group or organizational level to determine group potential to achieve organizational or sub-organizational goals. A discussion of classification schemes suggests simplicity or lack of complexity. The phrase "convergent complexity" lends itself to the situation in that it depicts the non-precise nature of behavioralistic studies. The complexities of man, his environment, his association, his psychological and physiological characteristics, and his other needs all intertwine and converge on the situation. Such a complexity presents a formidable problem to a supervisor or personnel officer who must utilize the man to achieve certain day—to-day goals of the work unit as well as long term goals of the organization. In summary, the problem is to explore the feasibility of devising a technique for amassing data needed to make more rational and representative decisions pertaining to the training and educational needs of an agency. II. THE STUDY A. HYPOTHESIS The object of this thesis is to design a method of collecting and presenting the data necessary for an administrator to make a decision involving the training and educational needs of his subordinates and the agency as a whole. Hence, the hypothesis is that it is feasible, for Purposes of administrative decision making in a public service agency, to develop an index system which represents training and educational needs on both an individual and organizational basis. Acceptance or rejection of the major hypothesis on the basis of reccagnized statistical tests is, unfortunately, not possible at this time. A field test of the forthcoming proposal will be needed. As this is I F. ’ ensue ezzoru 9552:31in of a: . ,f. t ‘ A szzuzzcant 51th: .Q . A.": J 5‘ .L~ :DCLliiC 81‘s.: . 10 a unique effort, any systematic organization and presentation of the data is an achievement. However, before an index system to improve the quality of administrative decisions regarding training can be of significant utility, it will undoubtedly need revising and adaption to specific ends. B. METHODOLOGY To develop an index system of the type proposed, a geographical area was selected which contained a range in sizes and types of governmental jurisdictions having police agencies. The Metropolitan Detroit Region is such an area. It encompasses six counties varying in nature from metropolitan Detroit, a highly industrialized city, to the rural and sparsely populated areas of St. Clair County. As no current census of police officers and departments was available for this area, a complete census was conducted which had a one-hundred percent response. This phase was necessary to provide a base for determining regional training needs, geographical location and concentration of departments and personnel, and dispersion patterns of personnel by rank. At the same time, a census was taken of part-time personnel, auxiliary officers, and the number of county police officers directly supported by or subsidized by township, village, or city funds. Questionnaires were distributed to all known police departments in the area8 to obtain information relating to personnel characteristics, 8The International Association of Chiefs of Police (IACP) distributed the questionnaires under the sponsorship of Metropolitan Fund, Inc., of Detroit, who at the time was interested in taking a look at the area's police personnel's training and educational achievements. Bruce Olson of the Institute for Community Development and the School of Police Administration and Public Safety, Michigan State University, was responsible for drafting the report with the advice of an advisory group consisting of Professors Iarry Baril, Raymond Galvin, and Ralph Turner. This effort is designed to take maximum use of additional data available from the questionnaires without duplication. , n’n"fiv~ raclf.;r~ .IuW‘b b ' 2::3', and 23?» Standards - . - v . .ZEI'V'lfiUS 5.2m : E3152. Three pr :52 7.3115331 and 11 training background, educational achievements, and experience. The data collected from these forms were used to compile individual, department, county, and population group9 profiles. Standards against which to determine needs were developed from interviews with selected police officials of the Detroit Metropolitan Region. Three prominent police authorities were interviewed to represent the national and state scenes and to provide perspectives against which to evaluate area training and educational profiles. The focal point of the other phases of the work was to design a formula for producing meaningful indices to represent training and educational needs derived from a complex of characteristics or variables relating to the achievement of goals, both organizational and individual. The method was statistical and mathematical analysis of previously described data. Standards were developed from the questionnaire data in such a manner that they would have meaning to the administrator. C. LIMITATIONS A major shortcoming of this work is the limitation inherent in indices.10 No single equation, score, or rating, can, with complete accuracy, represent a complex combination of variables. Considering this aspect and the fact that the variables being used are not readily subject to being placed in interchangeable units of measurement makes it an even more difficult problem. This, however, does not make it valueless just by definition, but does raise the key issue of whether an index 9"Population group" refers to a grouping by population size of cities, villages, and townships based on 1960 United States Census figures. 10See footnote number five. :33; can be Cc ' :1: v i7§::lklt}. ’I Asecond L'. “ ...' ‘5‘- .;::'Le dam tun. 31:25:3ti'ces 3:31 FTSSSEd index 5:: . 3.3 ----- Olely or a: .u “cit ret‘lrned :._ ,._ _ ax hue 51X Sr.E 3. 53:31 135.- Enf a? B ,. :: v€.ter rEp: eg- ‘A I LL tn I T‘ fie re :u‘ f‘t 12 system can be developed with sufficient reliability and validity to have utility. A second limitation was that of limited information. There is little doubt that more information is needed to consider fully all alternatives available in the administrative decision-making process. Failure to do so means an incomplete look at all the facts. For example, quality of work performance, attitude, the value of experience to the individual and intuitive ability are among some additional variables needed. The impact of this limitation is somewhat lessened because the proposed index system is designed to be used at the administrative planning level. To determine whether a person goes to a training session solely on the basis of whether he is a few points above or below an index level is not the intent of this project. Another possible limitation is that of the representativeness of the returned questionnaires. Since no questionnaires were returned from the six sheriffs' offices, this study is not completely representative of local law enforcement in the region. However, it must be noted that it does better represent the city, village, and township police, if we may assume that sheriffs' personnel have some characteristics which are unique to them. The returned questionnaires were from approximately seventy-one percent of the police officers (including sheriffs' deputies) reported in the police census, and would be substantially higher if sheriffs' personnel were not included in the total regional figure.11 Accuracy of replies was not tested. A visual examination of the returned questionnaires revealed no obvious evidence of deliberate 11Questionnaire response of 78.3% not including personnel of the six county sheriffs' departments. zalsificatian. raises sane don-E: ' temple of ti. 5275231 basic trai zesty could very izterest in cor:_:'. 3352323 that the 0: :he pel‘; i: 5325 net repre .- _ “Ann \ “ h.:v.“~¥€31:8- I“: :32:- ._ ~F 4&8 coma: J 581ect1 This Ci 13 falsification. Past experience with police officers and questionnaires raises some doubt whether full data was provided by the respondents. An example of this latter is the open ended listing of additional training beyond basic training which was sought by the questionnaire. Failure of memory could very well account for some omissions as well as lack of interest in completing the form. For purposes of this project it will be assumed that the returned questionnaires are accurate and complete. On the police census phase the only observable limitation was that it does not represent the census of a particular date. It was felt to have done so would have required too much record searching by the respondents. Instead,an official of each city, village, township or county was contacted by telephone over a six-week period. A general limitation in this study of police training and education programs is that in isolating them from other administrative functions, the impression is easily conveyed that they are the most important. This is not intended; indeed it is well recognized that training and education are not panaceas for all organizational problems. For example, selection and placement can negate or completely alter the training needs pattern for an organization, and conversely, training and education can, to a significant extent, compensate for selection and placement problems. The skill of the administrator comes to the surface in balancing the variables. III. DEFINITION OF TERMS This section defines certain terms and concepts which will be used. Some of the terms can be defined more broadly or narrowly, but for purposes of this study, the parameters provided here will be adhered to in subsequent —;|? 515::ssian unle: .fl is Habitation c1. :: :15:- general stations of 3 : 2:35; 15 indexes fl Training an ;‘;"':';\. . d :J "‘*"-Lyn 15 EA. i:s:i::tion as 3:. 54 "Arr instruc 235 fer *4 .’ ~‘:. 33 Personnel are if] t . m “Hem its . . IMtely f0l ’33‘413ti «327-, ‘ On . :‘:3 L. rny “TR 5 I L..-. l4 discussion unless otherwise provided. 12 Index is defined as an indicator, a number or symbol representing 13 14 a combination of factors or variables, a comparison between two variables, or the general level of magnitude of the difference between two or more situations of a number of variables taken as a whole.15 The plural of index is indexes, index numbers, or indices. Training and education are distinguished from each other in that education is defined as a learning experience conducted in an academic institution as an accredited academic course of study. Training includes all other instruction. This by no means is intended to be the contemporary criterion of distinguishing between the two terms; but, instead, is used here for simplicity's sake and because it is, in effect, the distinction used in personnel management practices too often today and during the past few decades. More precise definitions and distinctions will be discussed in full later. Region or 3523 will be used to refer to the six counties comprising the study area of this project. The six counties, Macomb, Monroe, Oakland, St. Clair, Washtenaw, and Wayne, are located in southeastern Michigan and are known collectively as the Metropolitan Detroit Area. The region is approximately four thousand square miles in area with a current estimated population of four and one-half million people.16 A wide range in types 12Webster's Seventh New Collegiate Dictionary. 13Hans Zeisel, Say It With Figures, Fourth Edition. (New York: Harper & Row, 1957), p. 91. 14Walter R. Crowes, Index Numbers. (London: MacDonald & Evans Ltd., 1965), pp. 4-5. 151bid. 10Based on figures provided by Dr. J. F. Thaden, Consultant in Ikmnography, Institute for Community Development and Professor Emeritus, Department of Sociology, Michigan State University. 3f police d9?“ :: resort areas greixinantly 1‘ police agency t :rstables, qua are excluded at Public se \ _ hit of 3 gave: castituted ser urgenizational ether than pub velfare, Publi 5M education. 15 of police departments and communities is represented. The area varies from highly industrialized Detroit to agriculturally oriented townships, to resort areas coming to life only during the tourist season, to predominantly residential communities. Police is used to refer to full-time sworn personnel of a public police agency unless otherwise Specified. The Michigan State Police, constables, quasi-police employees of the state, and federal employees 17 are excluded unless otherwise specified. Public service agency is intended to refer to an organized service unit of a governmental jurisdiction designed to carry out some legally constituted service for the general public. It is distinguished from organizational units, public or private, having profit or some objective other than public service as an organizational goal. Examples are social welfare, public health, police, highway engineering, wildlife conservation, and education. 17The 1966 Model Police Standard Council Act drafted by the Advisory Council on Police Training and Education and the Professional Standards Division of the IACP defined police as: " . . . .any full-time employee of a police department which is a part of or administered by the State or any political sub- division thereof and who is responsible for the prevention and detection of crime and the enforcement of the penal, traffic, or highway laws of this state." I. LCRC'D'CCTIOI; Iraditiona :53 research pr sggesting alter and gathering pe ii, the litera affarts, (2) to 13‘) to detenine 31d (4) to study " ~v; -L§sa ”5 1y descr “We decisior F- , . ‘k public ser‘v“ :5: ~ . CHAPTER II REVIEW OF THE LITERATURE I. INTRODUCTION Traditionally, the chapter describing the literature review phase of a research project has been devoted to defining a research problem, suggesting alternative approaches, searching records for similar projects, and gathering pertinent opinions of authorities. With this tradition in mind, the literature was researched (1) to locate similar studies or efforts, (2) to explore the use of indices or index systems in general, (3) to determine the extent of the use of indices by the various disciplines, and (4) to study specific indices with regard to the needs for an index as previously described. The findings are recorded in the present chapter following an initial discussion of the quantitative approach to adminis- trative decision-making. Because of the relative paucity of indices in the public service field, it seems a legitimate undertaking to study this concept in order to determine if, in fact, it merits use in other managerial and operational functions. The fields of finance, business and psychology so far have been the primary users of indices due to the availability of literature about indices in these fields. This is not to imply that other fields have not used indices, but merely that the fields of business and psychology have leaned more heavily on them. The criteria for selecting indices to use in this study were based on their similarity to the needs of an index as described in Chapter I. :giices such as liztle similari :35 very lit: 11. 135 Q1553 This disc 1: the public : ail-enemas s i: alternative to tsiu‘nere they a ti lay 3 founc In defin' ' . .623! s to thosa anagerial or - l7 Indices such as those used in the fields of finance or economics have little similarity in terms of characteristics, needs, and composition; thus, very little emphasis is placed on them. II. THE QUANTITATIVE APPROACH TO DECISIONS This discussion of the quantitative approach to administration in the public service field is not aimed at persuading the reader of its all-encompassing utility. It is assumed that such an approach is an alternative to some of the traditional techniques which have led administrators to where they are today. Thus, the concern of this section will be to define and lay a foundation for the subsequent discussion of index systems. In defining terms, "managerial or administrative decision-making" refers to those decisions concerning administration made by an organization's managerial or administrative personnel. For example, when a police chief initiates a certain policy within the department, he is making an administra- tive decision, but the term does not apply to his decisions in the field at the execution or performance level. The distinction involves differentiating between decisions which affect the broad objectives of the organization and those job-decisions made continually by the workers or production personnel of an organization. Good decision-making is said to have taken place when the decision maker can retrospectively say that he has decided correctly more often than he has misjudged.1 Risk calculations are important considerations of decision-making and the real skill comes to bear in determining the probability of occurrence for the risks involved. Traditionally, experience 1Leonard Hein, The Quantitative Approach to Managerial Decisions. (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1967), p. 3. #- ':as been an i. aczizistrat :rs :ec3.:iques for :2 assist in I with indices alternative t: experience for The corn; if data, to 0] 533015 has a The USE s Jul}, willi inj. tx [lumbar r5,-e . I a. 18 has been an item of premium value in the decision-making process, for administrators relied upon precedents instead of attempting to devise techniques for acquiring more data and programming it in such a manner as to assist in the decision-making process. The field of statistics, of which indices are a part, has been the motivating force in developing these alternative techniques rather than relying on the traditional hunches and experience for guidance. The computer with its phenomonal ability to digest vast amounts of data, to organize and manipulate the data, and to feed it back as symbols has also proved to be a significant development. Unfortunately, the techniques are lacking to translate these mathematical symbols into meaningful form for the various disciplines. In other words, the public service has the machinery to do the job, but neither the techniques nor the know-how to manipulate the computer's outputs so as to maximize its value in coping with the problem of this study. III. INDICES IN GENERAL A. HISTORY The use of index numbers goes back to the year 1707 when the Bishop of Ely, William Fleetwood, published a book describing a relatively simple index number for comparing price changes over a period of time.3 Most of the published works of that time dealt with economical indices. In the 1860's, E'tienne Laspeyres, a noted French statesman and economist, published a number of articles on the theoretical concepts of indexing. His technique 2Ibid., p. 5. 3Walter R. Crowe, Index Number: Theory and Application. (London: MacDonald & Evans Ltd., 1965), p. 97. is still widely L is concept of fa levelcped by L35? Gradually, fields and adapts Est example, can nder a different "index", which 3': using indices int a2C7management, a agencies. 3. DEFINE. Index numb. to as "indicator; “'9 9r more situl [inc “mo“ 01’ tit 12 that the for-n 19 is still widely used in several fields.4 In 1874, H. Paasche introduced the concept of factor or variable weighting to use with the techniques developed by Laspeyres.5 Gradually, these economic-oriented indices were tested in peripheral fields and adaptations of them began to appear. The field of psychology, for example, concerned itself with the concept of indices, but frequently under a different name. This implies a broad interpretation of the term "index", which will be more thoroughly defined below. Other fields using indices include sociology, medicine, traffic law enforcement, business and management, as well as testing, corrections, agricultural and insurance agencies. B. DEFINITIONS Index numbers are employed in statistics and are frequently referred to as "indicators" of the general level of magnitude of the changes between two or more situations of a number of variables taken as a whole.6 Similarily, an index number may be considered an indicator of the difference between two conditions or two groups of variables.7 There is a distinction, however, in that the former definition compares the variables over a period of time while the latter compares two variables at the same time or without any lapse of time between the two variables. An example of this latter type is the intelligence quotient used in the field of psychological testing. 4Ibid., p. 106. 5Ibid., p. 106. 6 Ibid., p. 5. 71bid., p. 12. Tie variables or :t'rer and beta-:e‘ is that the use e15: are denots catian scheme ti first; between t‘. between countri: One noted fitters by judg Ezdc this, the 532:: individual case to dete E‘l‘defined, 0 20 The variables of mental age and chronological age are compared with each other and become a numerical indicator of "intelligence." Another characteristic of index numbers significant in this study is that the use of index numbers to represent comparisons between variables which are denoted by different real units involves establishing a classifi- cation scheme to reduce the variables to common terms.8 An analogy can be drawn between these characteristics and the systems for exchanging currency between countries or nations based on different monetary systems. One noted author and statistition9 describes the use of index numbers by judges of beauty contests to help them select the winner. To do this, they must define what they mean by "beauty" realizing that many individual proportions, expressions, traits, and characteristics combine to determine "beauty." This example highlights the need for well-defined, objective units of measurements. Otherwise, each judge would affix numerical values based on his own standards. C. WEIGHTS Another important characteristic of index numbers involves the problem of weighting. If the index is a comparison of an aggregation of variables, then each variable automatically receives some weight in the index depending on the mathematical operation performed with the data. In combining a number of variables into an aggregated numerical representa- tion, it becomes necessary to determine the relative importance of each variable in the aggregation. Thus, the composite index is said to be 8Ibid., p. 5. 9Hans Zeisel, Say It With Figures. Fourth Edition. (New York: Harper & Row, 1957), p. 91. weighted average In the use 0 selectian of ueigi. bias. Far example :::srer price ind relative impartanc L'stance, is used its units referred estiange; therefcr atttrate and valid The weights the izdex. l'sing hail-ted by con 55:3. 35 sales va 1L 53““ Period of NE! a period Of l Any dismiss“ :Qj: ‘K . ' ls “Wimp let XC'jr Y ' m “118 CE state . 3r OVerstau ‘El‘lls ~s-zts t O repress 2.315515 12 \f— 21 a weighted average of its components.1 In the use of composite indices, it is important to consider the selection of weights, the type of wrights, shifting weights, and weight bias. For example, in computing a composite index number such as the consumer price index, weights should be selected which represent the relative importance of the items used for the aggregation. Bread, for instance, is used more extensively by the consumer than is butter, assuming the units referred to are the basic units of measurements used in their exchange; therefore, an equalization factor is used to present a more accurate and valid index. The weights employed should also be appropriate to the purpose of the index. Using the consumer price index as an example, the items should be weighted by consumer expenditures rather than by a factor unrelated such as sales value. If weights are used they should be kept constant for the period of comparison, since varying the factors used for weighting over a period of time would only make the index less reliable.11 Any discussion of the use of weighting in the construction of an index is incomplete without calling attention to a tendency of bias to occur. In this case "bias" means that the index number tends to under- state or overstate the degree of change because of the failure of the weights to represent accurately the relative importance of shifts in , 12 emphaSis. 10William Spurr, SE al., Business and Economic Statistics. (Homewood, Illinois: Richard D. Irwin, Inc., 1961), p. 289. llIbid., p. 302. 121bid., p. 302. 1). carrier the use of review 3f the lit 5:3: the entire 'E :idate, unrealis see that the use is sell-noted, h; sit: equal force :2' index numbers 2: the "average 2 35:“: 3f indices er 33331“;ng more the 16§§e the fact tl iasis of an inde: (he Britisl 3:615 mathemati "with serPeant, than a mas added, mul conVerted eating on DE '1: n - , ‘l-‘autlflCatio In 2‘; we SOCial sc "t‘:~' ‘:J A 22 D. CRITICISMS The use of index numbers is not without criticism as any cursory review of the literature will substantiate. Several statistitions suggest that the entire body of indices be scraped since many are antiquated, out of date, unrealistic and of no practical value. The contention of some that the use of indices is nothing more than ”academic tomfoolery" is well-noted, but at the same time such allegations or charges apply . . . 13 Wlth equal force to any statistical mean or average. Few proponents of index numbers contend there is any such thing as the "average person" or the "average employee," etc., but those who do favor the judicious use of indices emphasize that they are not intended to be regarded as anything more than a planning tool or a relative gauge. Most acknow- ledge the fact that to take a certain course of action solely on the basis of an index number is both foolhardy and bad business. One British author, in so many words, implies that indexes are merely mathematical gymnastics "With the exception, perhaps, of stilts for a serpeant, there is nothing more useless or ridiculous than a mass of figures collected at great travail, added, multiplied, divided by the cube root of and converted to homogenisedlindex numbers that have no bearing on the problem." Other critics argue that many relevant factors are not capable of quantification. The examples used are those encountered primarily in the social science fields where such factors as conditions, are measured relatively. The imposition of values and lack of ability to ‘ 13Crowe,_op cit., p. 109. 14Ibid., p. 109. measure by well-de acre difficult the sciences, but that daily, legitimate science phenomenor An example 1 classification de' 2 a personality sitteen basic gro Elmer as does b1 1550f this class i both the train of each to relate ll. SPECific Inc; A' THE CR: Proceeding ads; to better it 23 measure by well-defined units certainly makes the quantification task more difficult than using similar methods as those in the physical sciences, but that alone does not render the task impossible. Almost daily, legitimate techniques are being deve10ped to quantify social science phenomenon. An example of the continuing research in this area involves a classification device known as the Meyers-Briggs Type Indicator. It is a personality inventory which slots all human personality types into sixteen basic groups and produces an index or indicator in much the same manner as does blood typing in the physical sciences. One potential use of this classification device is to match students and instructors in both the training and educational environments so that the ability of each to relate to the other will be maximized. IV. Specific Indices A. THE CRIME AND DELINQUENCY INDEX IN CANADA Proceeding from the efforts of Sellin and Wolfgang to develop an index to better measure delinquency,15 two Canadian researchers, D. D. Akman and Andre Normandeau, under the sponsorship of Dr. Denis Szabo, devised an index intended to quantitatively and qualitatively nmasure crime in a prescribed area. The problem under consideration was the Canadian Uniform Crime Report which only numerically reported the incidences of crime. iFurthermore, its criminal offenses were based solely on categories established by the law. The researchers felt that the crime statistics 88 t:hey were reported in the CUCR were without merit for sociological Thorstein Sellin and Marvin E. Wolfgang, The Measurement of Efiiilsggggggy, (New York: John Wiley & Sons, 1964). gupxes. he proposed aerations in mind 1. An index seriuusne 2. The indes the act, 3. The offer law 3;.d c it. 4. The indei constant cause obj l the \': p 3 17 .“ ldéé p 3 W13 ., - 5: es‘prOduce E l .. Csed by a (Nd 24 purposes. The proposed solution to be constructed instead with the following assumptions in mind: 1. An index of crime should be based on a scale of seriousness recognizing community judgment. 2. The index should reflect the information describing the act, not the legal label attached to the acts. 3. The offenses considered should be a violation of the law and of such a nature that the victim would report it. 4. The index should be based on offenses with assumed constant reliability. Incomplete acts which do not cause objectionable harm were not to be included. 5. The offense should be tabulated in its entirety and not merely by its most serious component. Sellin and Wolfgang used a scale of weights based on the law of psychological magnitudes.17 The application of this law produces a scale of scores which permits the quantification of the relevant compotents of criminal events involving injury of the type the index is designed to measure. The researchers requested 2,384 college undergraduates throughout Canada to assign differential weights to each type of offense. The product was a weighting system or scale to use in compiling an index for a certain area. To balance the decisions of the students, 158 judges and 151 police officers were also used to rate the same offenses in terms of seriousness. By combining the number of selected offenses rand the appropriate weight a grand total was obtained. This, in turn, léIbid., p. 329. 172232,, p. 330. This law, simply stated, is that equal stimulus raticas produce equal perceptual ratios, and stimulus and perception are connéacted by a power function. 3:2 be presente nperten thousa agréended offer Rm reSulti iaenobjections Seeral of the ol :aeiby the ints An importa: fieszriptive char. inctcdescribe 25 could be presented in terms of a score per year, per thousand population, or per ten thousand population. Separate indices for juveniles and non- apprehended offenders could also be computed to provide valuable indices. The resulting article describing the index system listed the eleven objections noted by other researchers and the responses to them. Several of the objections are applicable to any index and should be noted by the interested reader.18 An important parallel may be drawn between the mathematical and descriptive characteristics of the subjects of this index and those used to describe the characteristics of the officers and department which are the concern of this study. The units of achievement in this thesis are already in a measurable form of some uniformity, that is, credit hours of study or grades of school. This is relatively comparable to being able to determine the number of offenses in the CUCR project. Similarly, the problem of the determination of weights or degrees of seriousness in the CUCR project is like the problem faced in this study in attempting to distinguish between types of training and education. For example, are twenty-credit hours in a trade school equatable with twenty-credit hours of a liberal arts program? The technique of weighting in terms of personal and departmental objectives may provide some incentive to choose courses of study producing maximum return to the employee and the department. B. THE APGAR INDEX The Apgar Index was developed in 1952 by Dr. Virginia Apgar, M.D., 1811313., pp. 340, 347. :2 rapidly evaluat 5:5;ital for Katie: ahnedby clinic fragncountries its: subjective c :ftihitions. 1 tie utility of tl {twice by, in e: "-;Aq:. “We“; . Rm Apgar The l by 3 Scor Sixty SEC were dete rate: Pr: Effects, tone: am represem PIEdicti. 3 study infants infants to be a by iniar at Wm, to othe, SCore if Charact. umbilic Useful SUCh 38 As wit‘r riggested a a irfl his ‘5P0r 24': ‘Jol 26 to rapidly evaluate the physical condition of newborn infants at Sloane Hospital for Women, Columbia University. Since that time it has been adopted by clinics and hospitals throughout the nation and in several foreign countries. It is included here as an example of an index derived from subjective observations based on predetermined criteria of a group of conditions. The subjectivity of these measurements does not preclude the utility of the subsequent index, but instead makes it a very helpful device by, in effect, forcing a pre-structured examination of the newborn infant. The Apgar Index has been most succintly described in the following 19 terms: The condition of each newborn infant was eXpressed by a score, the sum of five numbers obtained within sixty seconds after complete birth. The numbers were determined by objective observations of heart rate, promptness and vigor of the first respiratory effects, and reflex response to certain stimuli, muscle tone, and color. The highest possible score was ten, representing the optimum condition of the infant. The predictive value of such scores is here established by a study of 15,348 infants, for the death rate among infants scoring 2, 1, or 0 was 15%, while that for infants scoring 10 was 0.13%. The score was found to be a measure of the relative handicaps suffered by infants born prematurely, delivered spontaneously at term, delivered by cesarean section, or subjected to other obstetrical and anesthetic hazards. A lower score is generally associated with chemical findings characteristic of aSphysix in the blood obtained by umbilical catheterication. The score was eSpecially useful in judging the need for resuscitative measures, such as respiratory assistance. As with other indices discussed in this chapter, Dr. Apgar suggested a critical review of the technique and its re-adjustment to 19Virginia Apgar, E£_a1., "Evaluation of the Newborn Infant- Second Report," Journal of the American Medical Association, December 13, 1958, Vol. 168, pp. 1,985-1,988. iztarparate any char ruxnaned change \ eunle,heart rate :31: t..an muscle to tenant. Such r3 etaacy. he following fitheneyborn infa Heart 1 Respir; Muscle Reflex (IESpc Stinu] COlor This index .zdttator of the atesthe obsern 5.30: malfunctiOns C' “5 Par 27 incorporate any changes that experience has dictated to be pertinent. One recommended change was to weigh the criteria in terms of importance. For example, heart rate and respiratory effort are considered much more impor- tant than muscle tone and reflex irritability, while color is the least important. Such rating, noted the author,20 would probably provide more accuracy. The following chart shows the method of scoring and the evaluation of the newborn infant at 60 seconds after birth: Sc re+ Sign .0- if. .2. Heart rate Absent Slow ( 100) 100 Respiratory effort Absent Weak cry: Good: hypoventila- strong tion cry Muscle tone Limp Some flexion Well of extremities flexed Reflex irritability No response Some motion Cry (response of skin stimulation to feet) Color Blue: pale Body pink: Completely extremities pink 2 blue This index is of special value not only because it serves as an indicator of the general condition of the infant, but also because it forces the observer to examine the newborn infant more closely and thus to Spot malfunctions requiring attention. 0. THE PACE INDEX The PACE Index was developed by the NorAir Division of the NorthrOp ZOIbid., p. 1988. " 21Ibid., the article was originally reported as: Virginia Apgar, 1b lProposal for a New Method of Evaluation of the Newborn Infant," Current EEEijgarchers in Anesthesia and Analgesia, July-August, 1953, pp. 260-267. taxation as 3 sta up , ling of work am is designed to areas ask and is used as cf the human factor In practice, iei'elapient and use agroup of employee improgram is 3 I Sierployees in ac bytorrelating the itices such as qu itafions. All of 31" reference such "31: development In describi. bias that: effectinne 1. N 1 2- a E 3, I 4, g 28 Corporation as a statistical and analytical method based largely upon the sampling of work and rating of effort under assembly line conditions. It is designed to measure the effectiveness of a group in performing an assigned task and is used as a means of permitting management to control the input of the human factor in the production equation. In practice, PACE is a two-part program concerned firstly with the development and use of an index to measure the level of effort expended by a group of employees performing a particular task. The second phase of the PACE program is a comparative analysis of the total performance of groups of employees in accomplishing their assigned tasks. This is accomplished by correlating the level of activity as measured by PACE with other control indices such as quality control, personnel requirements, and budget consid- erations. All of these indices are then super-imposed on a single frame of reference such as a chart.22 It is with the first phase of the program --the development of the PACE Index--that this section is chiefly concerned. 23 In describing the techniques of the index construction, one author notes that: The PACE Index is composed of four prime factors affecting group effectiveness: 1. Number of people assigned plus or minus personnel loans - available people (AP), 2. Average effort of those actually working - group effort rating (GER), 3. Available people not working - idle time (IT), 4. Assigned people not in work area - out of area (0A). These factors are expressed in the PACE formula as follows: AP - (IT + OAlx GER x 100 = PACE ‘2. AP 22James R. Zeitvogel, "Pace Measures Effort Impact," Navy Management 3m, February, 1962, pp. 8-9. 23Ibid., pp. 8-9. A second a 53218 I950- there In consid tree of the Va active and are 552 umber id le smartly, t? gable 0f preC zimized in ‘3 Several 5 ziitb present ‘ [Ta-1‘“. 4.35:! ial per: Id Ad ()3 Cr Pe 29 24 A second author describes it as follows with approximately the same results: Ni L - (I+A) PACE index = N T L x E x 100 where = Number assigned Number loaned — Number idle Number absent Group effort rating N>HEZ III In considering the utility of the index, it must be realized that three of the variables which appear in the index are to some degree sub- jective and are therefore, more likely to be challenged. These include the number idle, the number out of area, and the group effort rating. Most importantly, these variables are subjective to a certain extent and not capable of precise measurement characteristics which hopefully will be Ininimized in the index developed in this study. Several sub-indices may also be derived using the PACE index, all of which present a more accurate picture to assist the administrative or managerial personnel. They are: Average number idle Idle Time Index = Number assignedfiI loans x 100 Number adding value Adding Value Index = Number assigned liloans x 100 observed Out of Area Index =100- Number assigned f Ioans x 100 Group Effort Index The mean of separate observers rating the group effort based on predetermined criteria. Group_size this week Group size last week x 100 Personnel Index Budgeted hours Budget Index = Actual hours X 100 24Hein,422. cit., p. 263. 251mm, .2- cit., pp. 263-283. 26A person is considered "adding value" only if he is actually or PhYSically working on the product of the group. Sc'm (n :1‘ C) Many of t' men graphel are accurate p :ajor phase of a: the PACE in i=.._.'.ete techni father study. a-atlstics of N 5: “a for est In Short 5‘ The tc withot D: The In the 1] P: The DE attrit K: The De who d]. k EETiemb Pmlisi it er, 191‘, 30 Actual units produced x 100 Schedule Index = Units scheduled to be produced Number Ofiarts out Of StOCk x shortage Shortage Index = Number of parts in department factor x 100 Many of the indices described above have little meaning in themselves, but when graphed or considered jointly, they take on meaning and present a more accurate picture than do isolated viewings of the various factors. A major phase of the PACE program is the graphing of the various sub-indices and the PACE index. No effort is made here to include samples of the complete technique, nor to fully describe it, but it is a subject worthy of further study. D. THE JELLINEK ESTIMATION FORMULA In the early 1940's, Dr. E. M. Jellinek published an article entitled "The Interpretation of Alcohol Consumption Rates With Special Reference to 27 Statistics of wartime Consumption." Out of this article grew the Jellinek Formula for estimating the number of alcoholics which, in effect, is an index. .132 In short, the formula is as follows: A= K x R where A= The total estimated number of alcoholics with and without complications living during a given year in a given area, D= The number of reported deaths from cirrhosis of the liver during a given year in a given area, P= The percentage of deaths due to cirrhosis of the liver attributable to alcoholism, K= The percentage of all alcoholics which complications who die of cirrhosis of the liver; 27Published in the Quarterly Journal of Studies on Alcohol, September, 1942, Vol. III, No. 2, pp. 267-280. R= The rah: Brenner des c The ve between the total mortal was quite ef For the Unit forty perceu fcr females. .“re “ten? giving a p c for lgag 33C The V; "Std 100 0 :11 War Cl] :fld, 0f thEE KVaS Compu: The 's'é experience I data on la 1,. T39 aCCuraC. PICbab 1y nOt .. "15 formula bx- .ef . . my , \ 28 ”Ni c Berthold :4: ‘IL :3cati0n Of ES‘ 4‘: :ISiEQ. R E .31 igllfatlgor; t ~. 3 'i 21:53 1' 11' JQ] " . (1: fit the JE] «.168 on A1_ L' 31 R= The ratio of all alcoholics to those with complications. Brenner describes the computations in the following manner: The value of P was estimated from the difference between the decrease in liver cirrhosis mortality and total mortality during a period in which prohibition was quite effective and alcohol relatively unavailable. For the United States this value was found to be about forty percent, or 51.5 percent for males and 17.7 percent for females. With the adoption of the Sixth Revision of the International Lists of Causes of Death these percentages were made to incorporate a comparability factor of 1.22 giving a P of 62.8 percent for males and 21.6 percent for females for 1949 and after. The value of K was estimated from autopsy data for about 100,000 alcoholics with complications. The prevalence of liver cirrhosis among these was found to be 9.0 percent and, of these, 7.71 percent had died from this cause. Thus, K was computed to be 9.0 percent times 0.0771 or 0.694 percent. The value of R is 4 and represents a weighted mean of the experience of various alcoholic clinics whichshad available data on large numbers of alcoholic patients. The accuracy of such computations has been questioned by several 29 authors and each of them pointed out that the quantities or weights used are probably not entirely accurate. Dr. Jellinek answered in the criticisms 30 of his formula by noting that his critics were correct. In creating the formula he anticipated revisions~of the constants, but had not provided periodic review in the technique used. He went on to suggest that deaths due, at least in part, to alcoholism should also be considered. 28Berthold Brenner, "Estimating the Prevalence of Alcoholism: Toward a Modification of the Jellinek Formula," Quarterlngournal of Studies of Alcohol, June, 1969, Vol. XX, No. 2, pp. 256. 29See: R. E. Popham, "The Jellinek Alcoholism Estimation Formula and Its Application to Canadian Data," Quarterly Journal of Studies on Alcohol, V01. XVII, 1955, pp. 619-44. 30E. M. Jellinek, "Estimating the Prevalence of Alcoholism: Modified V31£1es in the Jellinek Formula and Alternative Approach," Quarterly Journal EEij§tudies on Alcohol, Vol. XX, No. 2, pp. 261-269. Such car: :he need for ch 3113' to coapens :2 the passing :3: covered her abjective has '2 nu.q “~35: and ove E. T521 32 Such comments challenging accuracy and recommending revisions indicate the need for changes of the formulas and indices, preferably periodic, not only to compensate for factors overlooked but also to reflect changes due to the passing of time. Many characteristics of the Jellinek Formula not covered here have not been intentionally slighted. Rather the main objective has been to explore its fundamental computations, use of con- stants, and overall significance. E. THE TRAFFIC ENFORCEMENT INDEX The Traffic Enforcement Index (EI) has been used for several years by police departments throughout the nation. It is intended to be an indicator of the traffic enforcement level in the jurisdiction served by the police department. The index is computed by dividing the number of convictions with penalty for hazardous traffic violations during a given period of time by the number of fatal and personal-injury accidents occurring during the same period. 31 Mathematically, this index is indicated as Convictions with penalty for hazardous violations EI= Number of fatal + personal-injury accidents In deciding on the factors to use in the index, it was felt that convictions with a penalty should be used because without the conviction and penalty, there is little real deterrent value. Hazardous violations are used principally because they are the violations most likely to result in accidents and because some uniform and reasonable base is needed. Fatal and personal-injury accidents are used primarily because the completeness 31International City Manager's Association. Municipal Police .Administration, Fifth Edition, 1961, pp. 334-335. greporting these regsrting of pr0p€ Standards fc asaainimally eff vary from lower t'r tive results. The iezeruine its own The E1 is sl azjsthiug more. 11 3 Wing authorii are ~ éeueral info: E1, the administr. ether factors. 1 traffic arrests o liyrepared to ha The E1 is n F‘ QCMJTIF VITHDPV; up we teehniq 33 in reporting these accidents is much higher and more consistent than is the reporting of property-damage-only accidents.32 Standards for the El are flexible. An EI of twenty is recommended as a minimally effective level for most cities, but this may satisfactorily vary from lower than twenty to a high of forty or fifty before noting effec- tive results. The implication of this is that each city must set or determine its own standard. The E1 is strictly a management tool and should not be intended as anything more. It is not accurate to compare one city's EI with another. A leading authority33 suggests that the E1 should not be publicized or made general information. To attempt to manipulate certain factors of the E1, the administrator must be prepared to c0pe with its effect on the other factors. If the administrator for example, decides to make more traffic arrests or, in other words, issue more traffic summons, he must be prepared to handle them in the courts. The BI is not a sophisticated index nor a highly reliable one, but it is a relative indicator and has some merit if used with discretion. F. QUANTIFYING INTENSITY OF THE AgiTINENCE SYNDROME DURING WITHDRAWAL BY NARCOTIC ADDICTS The technique discussed here is not intended to produce an index in the traditional interpretation of the term although it does approximate 321bid., p. 334. 33Ibid., p. 335. 34Taken from: Lawrence Kolb and C. K. Himmelsbach, Clinical Studies of Drug Addiction III, Washington, D.C.: Public Health Reports, United States Treasury Department, 1938, Supplement 138, pp. 23-31. me. In short, 1' stating the i: rifldraual by ms: for each measure-‘1 :xrcnly conside depend dEpriv A stab Abrupt The pr 13835:” ~ [lures :P'UFUHM 34 one. In short, it is a simple, impersonal, quantitative method for estimating the intensity of the composite abstinence syndrome during withdrawal by narcotic addicts. Its conclusions provide a rating or score for each measurable sign observed, thereby stopping short of what is commonly considered to be an index. The technique is described in step form as follows: Hospitalization and segregation of the patient, Demonstration of the presence of definite physical dependence by withholding narcotics until the deprivation phenomena reaches a marked intensity. A stabilization period, Abrupt withdrawal from all narcotics, The presence or absence of the following nonaccurately measurable signs of abstinence which are recorded three times daily throughout the entire period of the study: Yawning Dilated pupils Lacrimation Tremor Rhinorrhea Goose-flesh Perspiration Restlessness Anorexia Emesis Examinations for these signs should be made three times daily (scheduled) with temperature and respiratory rate taken at the same time. Blood pressure and weight are \ measured at the morning observation. From the accurately measurable and nonaccurately measurable signs the daily intensity of abstinence is determined in the following manner: Abstinence fever, hyperpnoea, and elevation of systolic blood pressure are scored on increases over their respec- tive addiction means. Temperature and respiratory rate values for each day are the averages of the three daily determinations. Weight loss is measured from the last day of addiction. The following numerical values have been assigned to the signs of abstinence observed and measured: The scores are accurately measurable signs of abstinence are as follows: 0 Fever: 1 point for each 0.1 C. (rectal) rise. Hyperpnoea: 1 point for each respiration per minute increase. Systolic B/P: 1 point for each 2 mm Hg rise (up to 30 mm). Weight: 1 point for each pound loss (or 2.2 points for each kgm). The see: are as 1 Tue score The reaso‘ 4..., t-~‘2-Strate onc. (MI- :fconditims 0 Tt' - . . ‘ 15 Slgnlflca' G- CO§3fr James H, 05 .‘ietropolitan kmunities in 35 The scores for the nonaccurately measurable signs of abstinence are as follows: Yawning -------- Lacrimation ---- 1 point only for any of these signs observed Rhinorrhea ----- on any 1 day. Perspiration---- Anorexia -------- Goose-flesh ----- 3 points only for any of these signs observed Dilated pupils-- on any 1 day. Tremor ---------- Restlessness---- 5 points only in 1 day. 35 Emesis ---------- 5 points for each emesis observed. The score for any twenty-four day is the sum of these points. The reason for including this quantifying technique here is to demonstrate once again the subjective "measuring" capatibility available of conditions or phenomena based on a defined list of subjective criteria. It is significant that two different categories of measurable signs are used here--accurately and non-accurately. "Accurately" refers to phenomenon capable of objective measurement. "Nonaccurately"refers to measurable signs which are not easily measured. G. COMMUNITY SOCIAL-ECOMINIC LEVEL INDICES James H. Norton and Claude J. Brittingham of United Community Services of Metropolitan Detroit published the results of a research effort to rate communities in the Detroit MetrOpolitan area using various social and economic 36 variables to derive comparative indices. This section is intended to 351bid., pp. 24-25. 36James H. Norton and Claude J. Brittingham, Social Rating of Communities in the Detroit Metropolitan Area, Detroit: United Community Services of Metropolitan Detroit, 1965. mush only the Instead C Erittingham COn and Wayne where am. is divide been accomplish 3; using politi t:"fla:ren out "1:23" which wh EM graph. Generally Characteristics 3? rank order , 36 37 touch only the salient points of the technique employed. Instead of the six counties dealt with in this thesis, Norton and Brittingham concern themselves with the three counties of Macomb, Oakland, and wayne where there are 117 political subdivisions not including Detroit which is divided into 49 sub-communities. Prior work with indices had been accomplished using neighborhoods rather than political subdivisions. By using political subdivisions, there is a tendency for the characteristics to "flatten out" as the majority of jurisdictions have both "highs" and "lows" which when averaged flatten out the distribution curve when plotted on a graph. Generally, the indices were based on the value of the computed characteristics of each community's ratios and medians which were grouped by rank order. The ranks thus derived were subsequently partitioned into fifths or quintiles. Each community was then presented in relation to the other communities according to its quintile value for a given index. Fourteen indices were deve10ped for the report and a list of them are produced here to illuminate the type of information dealt with. The first index is a composite of those following. Index of social-economic level Average family income 'Average value of homes Managerial and professional workers Laborers and service workers Persons completing four years or more of college O‘U'I-l-‘b-JNH 37Also, see: a) Council of Social Agencies of Metropolitan Detroit. Areas of Social Need in Detroit and Neighboring Communities. b) A Composite Index of Community Problems, 1951. United Community Services of Metropolitan Detroit. c) Social Rating of Community_Areas in Detroit, 1955. d) Maps of Population Characteristics and Social Conditions in Detroit and Neighboring Communities, 1954. \0m\l ”1’0 .. l .——l H mera-(_ 1" n . S7 An in] 0213‘ intern; rsqunin? e 332 caplES 0 11 U“ 1118 Ch 551. set . :E’Qr 37 7. Persons completing eight school years or less 8. Families with income under $3,000 9. Unemployed persons 10. Aid to dependent children families 11. Disrupted marriages 12. Children not living with both parents 13. Sound housing 14. Deteriorating and dilapidated housing An important characteristic of this index system is that it is only internally comparative. In other words, any comparison between communities must be made with those included in the ranking as all are ranked in comparison to the others within the group. An additional step performed by Norton and Brittingham was the determination of the correlations of the indices of all the variables used with each other. Most of the variables had a high correlation with the others used for the report, which raises questions for future research. Is there a high degree of correlation, either negatively or positively, with police organizational characteristics, police expenditures, the training and educational characteristics of a subdivision's police, local crime rates, etc.2 Can expenditure-return realization tables with signifi- cant accuracy be established based on regional studies? V. SUMMARY In contemporary society, many indices are used daily for a multitude of reasons. Some are useless, while others play a vital role in commerce, planning, research, medicine, traffic enforcement, and even obstetrics. Examples of many of the indices used in these fields have been included in this chapter, but many more have not even been mentioned. The ones selected for inclusion were selected on the basis of the field they represented and the technique used for their derivation. Xany of 1 and education stereo have be an. best nee Other in i:;1u:7e the nu Easiness maria; 2:31 and pro field, the ind ..'. Wine Se.~.e ‘3é;ialic Index 38 Many of the indices described could be adapted to the police training and education field with few changes. Instead, the best features of each system have been closely examined and drawn together into an index system which best meets the objectives of this project. Other indices considered but not elaborated on in this chapter include the numerous economic indices reported by the economists and the business managers, the ratio-analysis indices used by financiers, the parole and probation success-prediction indices used in the corrections field, the index developed by the Los Angeles Suicide Prevention Center to determine severity of need for assistance in potential suicide cases, the Cephalic Index used by anthropologists and criminologists, the Quantitative Inheritance Index used by geneticists and anthropOIOgists in quantifying inheritable characteristics in human being, and the ERI, an index of employee relations. CHAPTER III METHODOLOGY I. INTRODUCTION The format of the present chapter is to consider the method by which the described subjects were studied. Certain of these subjects relate only tangentially to the thesis' major objective-—the development of an index. Although the most orthodox procedure would be to record the data before presenting the results of the study the procedure has here been reversed. Consequently, the reader will find in the chapter on methodology an initial emphasis on those subjects actually derived from the study. More precisely, the study design section considers the site selection, the questionnaire phase, the police census, questionnaire tabulation and analysis, determination of standards, and the development of an index. All but select parts of the questionnaire analysis and the index development phase are included in the "description of subjects" section of this chapter. The political subdivisions are detailed first, followed by the police census, a consideration of the respondents and non-respondents, and finally, the educational and training standards. 11. STUDY DESIGN A. STUDY OBJECTIVES The problem elected for this study is discussed in the first chapter in detail and is summarized here to place the study's objectives in proper perspective. 11‘- service field reg educatianal achit be quantitative l; decision-making? The hypoth: an index which it levels of need 0 training. As the by; at farm of a "f: the hjmothesis. scarcity of mate: 58? studies were 59 used, but all techniques or we lu‘ptlation size. information avai Md be determit CGESider. 3. SITE SI To have SE the entire spect: resulted in too 1 having police agl asmll rural del my' Me"090111 40 perspective. In short, the problem facing administrators in the public service field regards training and education. How can training and educational achievements or qualifications, of an organization's employees be quantitatively measured and evaluated to facilitate administrative decision-making? The hypothesis of this study states that it is feasible to develop an index which will quantitatively depict measurable distinctions between levels of need of individuals and groups of individuals for education and training. As the hypothesis and nature of the problem suggest, this work takes the form of a "feasibility study" rather than of a formal field testing of the hypothesis. The major stimulus for selecting this procedure was the scarcity of material available in the police field on this subject. A few studies were located detailing various arithmetical means which could be used, but all of these were either based on questionable sampling techniques or were being used in police departments of a particular pOpulation size. In essence, this fact suggested there was little information available on which the parameters of descriptive characteristics could be determined or as to what extremes an index system would have to consider. B. SITE SELECTION To have selected an agency which would have been representative of the entire spectrum of sizes, types, form of organization, etc., would have resulted in too unwieldly a project. An alternative was to select an area having police agencies representative of several kinds, including not only a small rural department, but also a department serving a large industrial city. Metropolitan Detroit appeared to meet this criteria. It includes the six CJURtie region is r A mai site was it this proble recogized sc as to P1 lssaciation The latter res noted p trestionnai e':.:'ent tna attained abasrs for limits tillage 41 six counties surrounding it, and the range of police departments in the region is representative of the continuum of possibilities. A major problem in using this metropolitan region as the study site was its size in terms of numbers of police officers. To offset this problem two alternatives were available. The first was to use recognized sampling techniques and structure the accumulation of data so as to place it within manageable limits. A second alternative was to use the questionnaire already distributed and collected by the International Association of Chiefs of Police for the Metr0politan Fund, Inc., of Detroit. The latter firm had contracted with Michigan State University personnel, as was noted previously, to compile a report using some of the data from these questionnaires.1 Yet with the data collection phase completed it became evident that not all of the potential data data from these forms was being employed. Once the parties involved, however, consented to being used as a basis for this research, the study appeared to be within manageable limits. 0. QUESTIONNAIRE PHASE The questionnaires were developed by the IACP with the advice of Metropolitan Fund, Inc., and Michigan State University staff involved in the project, and were distributed by the IACP to the chiefs of all known police departments in the region. This included county, city, village, and township departments, while excluding federal, state, and university police departments of agencies. The departments, in turn, were asked to distribute the forms to all full-time police officers. The forms did not require names of respondents, 1See Chapter I, footnote number eight. but a largl were maile: l9é5, requl January 24 been recei but were e the. mar] “i depa 42 but a large percentage of names did appear on the forms. The questionnaires were mailed with a cover letter to the chief of each department on December 15, 1965, requesting return by January 1, 1966. A follow-up letter was sent January 24, 1966, and by the end of February, 1966, 5,708 questionnaires had been received. Some responses were received from cadets and secretaries, but were excluded from this part of the study and are not part of this 5,708 figure. There were no responses from any of the sheriffs' departments. Upon completion of the IACP's contract obligation, these questionnaires were turned over to the author for use in the study. Appendix B includes a copy of the questionnaire. D. CENSUS OF REGIONS' POLICE The IACP had distributed the questionnaire on the basis of information collected from certain police officials in the area, the Michigan Bell Telephone Directory of Michigan Police Officials, and the United States Bureau of the Census reports. None of these sources was completely reliable simply because an exhaustive census has never been conducted of all political subdivisions with the legal authority to have police departments or police personnel. The results indicated that there was an uncertainty not only as to the number of police personnel in the region but equally as to the number of departments. The implication of this confusion was that a police census would have to be conducted before the project could be concluded. The simplest manner of executing a census would have been to use a post card, but it was imperative that it be a 100% census. It was decided to obtain a list of all political subdivisions in the region with the authority to have a police department and then to telephone an official of that subdivision. The li incorporat in tamships, v were obtains Telephone Di A town the police c' ‘35 contacts: 11:02 by the 1- h'ne PO. 2. No: 3. 5m 4- Nan 5 The 6- Wine to All qUe 43 The lists were obtained from the Secretary of State's office incorporating all changes in legal status through May 1, 1967, for townships, villages, and the cities of the region. Unincorporated areas were obtained from Bureau of the Census reports, and the Michigan Bell Telephone Directory of Michigan Police Officials. A township, village, or city clerk, supervisor, or treasurer, or the police chief or his assistant, of each listed political subdivision was contacted personally by telephone between October 31 and December 21, 1966, by the author to determine: 1. Whether the jurisdiction had a police department or police personnel. 2. Number of full-time and part-time police officers. 3. Number of auxiliary or reserve police officers. 4. Name and telephone of each agency's police chief. 5. The number of full-time police officers by rank. 6. Whether the jurisdiction contracted with the sheriff to provide police services. All questions asked during the census phase were asked as of the current date to avoid burdening the respondent with undue record searching. The respondents were most cooperative, many displaying pride in describing their respective department. E. ANALYSIS OF QUESTIONNAIRES The questionnaires were tabulated by hand without the assistance of electronic processing equipment. The major objective was to record the data in such a way as to describe the educational and training characteristics of the respondents in respect to the other variables of age, rank, experience, department, size of department and size of political sub- division. The major grouping was by county, but a brief study was made on the basis of p0pulation. Subgroupings were made of rank groups which will be discusse A ta}: entered nu: interpreter relatively stick were told an egg The inconsi denuded El utility for £313 is so Occas educatbna] HTS-1561' of C and the Dec Quartel. Cre 44 be discussed elsewhere. A take-off form was used on which each respondents' replies were entered numerically in coded form to permit easier tabulation. Some interpretation of responses was necessary, but these cases were of a relatively insignificant number. Only one question produced responses which were felt to represent unreliable data of the variable: "Do you hold an equivalency "G.E.D." certificate? [:7 YES [:7 NO." The inconsistency of the answers and the number of "no responses" almost demanded elimination of this question. The only response of potential utility for this question was if the respondent indicated "YES" and this data is so noted in Chapter IV. Occasionally, responses for training courses in the major field of educational study required some interpretation, but generally a sufficient number of other respondents had attended the same course, school, etc., and the necessary information was available. College credit hours, quarter credit hours, years completed, etc., were translated into semester hours of study. Training courses or courses listed as training by the respondents were handled according to the actual number of hours. The "cost to you" question for additional training was so infrequently answered that it was felt to be unreliable. Perhaps this was a false assumption as most departments do provide all or most of an officer's additional training without cost to the officer. The statistical method used was generally a determination of the group mean and group extremes, whole frequency distributions were used for certain of the variables. The data was of such a nature that additional statistical methods would have produced useful information, but the large number of questionnaires and numerous grouping alternatives would have meant an enormous task for hand tabulation. Table about the I1 use it is it perhaps wil F. DI The d. a”? be com discussion 1 conditions t renew chap; Standard 01' a descriptie The i] lEScribing 1 ”me n the inVEntO; to which tht Thus, the m A SEQ. quite ObviOI :“a UV: w for e the training he essentia- pcsition as there be til i D‘reality 45 Tables and graphs are used to provide a maximum amount of information about the respondents. Even though some of the data has no immediate use it is intended to provide a descriptive study of the respondents and perhaps will be of assistance for later research in the field. F. DETERMINING STANDARDS The determination of standards requires several considerations. Why be concerned with educational and training standards at all? A discussion of needs, deficits, etc., implies a comparison between two conditions or reference points. An index, as was discussed in the literature review chapter, requires a base year or a point of reference. Without a standard or a point of reference there can be no comparison, but merely a description. The inventory phase of the project is intended to collect the data describing the present status of the police officers individually and as a group. Then, a standard is "obtained" to compare with the results of the inventory phase. The difference, theoretically, is a need or deficit to which the administrator must address himself and his agency's resources. Thus, the need for such a reference point—-a standard-—is established. A second consideration involves a choice of standards to be used. Quite obviously, the intent of this study is to devise a technique or system for assisting the administrator in making decisions pertinent to the training and education of his firm's employees; therefore, it would be essential that the firm's standards be used. This study takes no position as to what standards should be employed, but merely that there be clearly defined standards and, it is hoped, ones firmly grounded in reality. For p1 were held I: and nation. and training the problem: :2 these fie by the Inter Emission c Select interest and fills does no agency they acluainted w field and tr With Police 5third offi. efi'JCatiOU ’ t‘ 46 For purposes of the develOpment of this technique, field interviews were held with three police education and training officials of the state and nation. The interviews were intended to provide general educational and training standards as well as some insight into and perspective of the problems unique to police training and education. Closely related to these field interviews were standards developed, recommended, or adopted by the International Association of Chiefs of Police and the President's Commission on Law Enforcement and Administration of Justice.2 Selection of the officials to be interviewed was based on primary interest and the group with which they were associated in their daily work. This does not mean that they were chosen to represent or speak for the agency they represented. One official was interviewed who was thoroughly acquainted with higher education in the police field and also had some field and training experience. Another official was primarily concerned with police training, but was also experienced in the educational field. A third official who was interviewed was equally "at home" in higher education, the training school, and the police department. G. DEVELOPMENT OF THE INDEX The technique used to develop the index-—the ultimate goal of this study—-may be pieced together from the other sections and chapters of this report, but will be summarized here. Quite properly, the reasoning behind the technique used should be explored here, but it will only be highlighted as the previous literature review considers in detail the many problems of indices and the development of them in other fields. 2Note Section III, subsection D of this chapter for a citation to the works cited for these agencies or commissions. The technique u: diff'culties. The devel, In short, Refining and ed; and education re :revity and sin; minding; heHc more than the Ce at a univerSe w} me Questionnai1 d35- : me the Para: fuzctiOQa 1 . A secom s it- , e standardS a; 53'; I fine and inter ‘5 artlitrary at :5, . find, 47 The technique used by this study is intended to anticipate some of these difficulties. The development of the index is symbolized as follows: TEDI = (TS + ES) - (Ti + Ei) TEDI = Training and Education Deficit Index T8 = Training standard ES = Education standard Ti = Training inventory E1 = Education inventory In short, the index represents the difference in the quantity of training and education set by a standard and the quantity of training and education recorded to have been achieved by the individual. The brevity and simplicity of the algebraic representation of the concept is misleading; hence, it should be realized that this "formula" is nothing more than the central idea of the index. A fundamental step in the deveIOpment of the index is the study of a universe which, in this case, is the metropolitan Detroit area. The questionnaires and the analysis of them serve this purpose and define the parameters of the universe in which the index system must be functional. A second step in the development process is the quantification of the standards and the inventory. Quantification suggests a classification scheme and interchangeable units of measurement. A classification scheme is arbitrary at best, and the broader, more representative the field is, the more appropriate and adaptable the classification scheme is to the field. The l disciplines derivation training ari the similar In Sm process; ch. ether disci} There 48 The literature review reveals the major indices used by other disciplines. The objectives of each differ and the mechanics of derivation vary, but in applying them as an overlay to the police training and education field, they sharpen some of the distinctions and the similarities. In summary, the development of the index is an amelioration process; that is, a combining of the index systems already in use by other disciplines with the characteristics of the police training- education function, and so as to demand the administrative decision- making process derive a system or technique to serve the purpose. III. DESCRIPTION OF SUBJECTS A. THE UNITS OF GOVERNMENT There exists no formal units of government for unincorporated areas and the region as a whole, but they are described here along with the legally constituted political subdivisions to present a broader picture. No attempt is made to impose values on one or another form of government, nor is it intended to suggest that a metropolitan form of government should be considered. The grouping and tabulation of data by units of government are merely for statistical purposes, as equally good justification exists for groups according to population, distance from the central city, a rural-urban-city tricotomy, etc. In May, 1965,3 there were 404 units of government in the metropolitan region. Of this number, 221 of these units of government consisted of 3Figures based on a report of a research project by Metropolitan' Fund, Inc. titled Governmental Organization in Metropolitan Southeast Michigan (Detroit: Metropolitan Fund, Inc., May, 1965, Part I of two parts). :counties, 28 these 404 juris iistricts and a rusty, city, V Based on he} reported eegleyed in the :euzties, 7,50l 215 included a $36,530,000 (or enfsrcenent in Counties, 90.725? FLTCR}: 3-lE lis: the region by c: The regim the state's pop: 5931le Ex'valm these figures '3: Appendix I out included wi! 4. M'gp O k 6mm0901: k. Q's p 8 . This Was 49 6 counties, 68 cities, 38 villages, and 109 townships. The remainder of these 404 jurisdictions include 165 school districts and 18 special districts and authorities. The concern of this study is with the 221 county, city, village, and township units of government. Based on the 1962 Bureau of the Census figures, Metropolitan Fund, Inc.,4 reported that there were 8,430 full—time equivalent police personnel5 employed in the metropolitan region of which 662 were employed by the counties, 7,501 by the cities and villages, and 267 by the townships. This included administrative personnel. The same report indicated that $56,800,000 (or 5% of total governmental expenditures) was spent on law enforcement in 1962, and that 6.30% of this amount was spent by the counties, 90.78% by the cities and villages, and 2.92% by the townships. FIGURE 3-16 lists some additional police expenditure characteristics for the region by county. The region comprises 7% of Michigan's total land area and 53% of the state's population as of 1960. In 1964, the region had a State Equalized Evaluation of 55% of the state's total. FIGURE 3-2 represents these figures by county and percentages.7 Appendix I primarily presents police census8 data for the region, but included with the listing of each jurisdiction is the 1960 Bureau 4Ibid., p. 23 (Part 1). 5Full-time equivalent police personnel takes into consideration the number of part-time police officers reported by the Census. 6Metropolitan Fund, Inc., op. cit., p. 2 (Part II). 71bid., p. 19 (Part II). 8This was a census performed by the author and is described in detail in section three of this chapter. fif'aq... ‘ v Dc: . V N-w ”“1 ‘l"! . N “‘1 SO COUNTY PER CAPITA DISTRIBUTION OF POLICE EXPENDITURES POLICE BY COUNTY IN PERCENT BY EXPENDITURES TYPE OF GOVERNMENT __ TOWNSHIP COUNTY CITY/VILLAGE MACOMB 3 8.89 2 19 79 MONROE h.82 1 42 57 OAKLAND 8.02 7 11 82 ST. CLAIR 7.47 4 23 73 wASHTENAw 7.92 2 27 71 wAYNE 16.62 3 3 9# REGION 313.70 3% 6% 91% FIGURE 3-1 POLICE EXPENDITURE CHARACTERISTICS FOR THE REGION BY COUNTY «.1 ».".J._'~' :‘u—g... . § . -~. “‘4‘ '.-~‘ .‘ll ‘ . :- “hul- ; P’ I?! .0 du1‘i '71 51 PERCENT OF PERCENT OF REGION'S PERCENT OF REGION'S REGION'S LAND AREA 1960 POPULATION SEv MACOMB 12.1 9.8 10.5 MONROE 14.1 2.4 2.5 OAKLAND 22.0 16.7 16.0 ST. CLAIR 18.6 2.6 3.1 wASHTENAw 18.0 4.2 4.8 wAYNE 15.2 64.4 63.1 100.0% 100.1% 100.0% FIGURE 3-2 PERCENT OF REGION'S TOTAL LAND AREA, POPULATION, AND STATE EQUALIZED VALUATION BY COUNTY of the Census P for the region pepulation grow Titiand, and 'A'a 1339, and izmed Ilite planning, gsgulation grow 1:342, it seems 1,560 police of fill total just KORE 3- 333111 in each Efaphically 08;) many, FIGLRE aeih‘ashtenaw (2 “base areas for 1 13. 35315 of the 8 51357 ‘ growth i 52 of the Census population figure.9 Using these figures, projected growth for the region by 1980 from the year 1960 is 1,198,417 persons or a 29% population growth as indicated by FIGURE 3-3.10 The counties of Macomb, Oakland, and Washtenaw appeared to be slated for substantial growth by 1980, and immediately became earmarked as areas of definite need for police planning to meet the needs of this high rate of growth. Using this population growth projection and the 1965 police-population ratio of 1:542, it seems apparent that the region will need to fill an additional 1,860 police officer positions by 1980, and the region's police strength will total just under 10,000 full-time officers.11 FIGURE 3-4 presents the percent of the region's projected population growth in each county by five-year periods to 1980. FIGURES 3-5 and 3-6 graphically depict this shift in percentages of the region's population by county. FIGURE 3-6 suggests the vast changes predicted for Macomb, Monroe, and Washtenaw counties, and suggests an immediate need to "red-flag" these areas for study by planning commissions and related groups at all levels of the governmental hierarchy. Macomb, for example, expects a 135% growth in population in approximately 20 years of which 8 years 9Bureau of the Census, U.S. Census of Population-—196Q, Michigan. U.S. Department of Commerce. (Washington, D.C.: Government Printing Office), pp. 15-23. 10 Other figures, such as the Metropolitan Fund, Inc., report cited in footnote three of this chapter, go as high as 40%. 11The usual cautionary remarks need to be made here as to the inherent problems of using projections. Rates of growth vary depending on numerous factors and even if growth ratio were dependable, little reliability could be placed upon them for purposes of predicting the number of police officers needed for a region. Organizational differences, economic fluctuations, increased use of civilians, technology changes, etc., all contribute to this problem. Nu. r... r ECU ON N <...C VKC CFC QCC U.\\ Such I CcmH SECONDS H G¢JCOTOLQ A305.» H. ALT“ C N Cmofi N52§OU 53 owsoqoom mo oowmmo .nOfimabwm wdwdnmam oohdomom madam mum mmmem mommalommH 20mm M82300 Mm onwflm ho mezomw QEBUMbOmm .mwma .hnmsqes .monmeeoo mo unassuwmma Sawflnofiz .SOqumem .owma ow omma nofipmasmom nomaEOfiz .qmmHSOfiz mo hawmno>wqb .Aopnoo mommapm nowpmazmom 0:» hp xhoz owgmmnwoeou no vommmm ”amass: $5683 ua:.mma.a wmm.a:m.m mma.m:m.¢ mno.mflm.: wmm.mnm.: Hma.n:H.: A4909 :om.:m Hom.oon.m mmw.mmm.m HSH.:nm.m mmw.mnm.m umm.mmw.m mzwaz msm.umfl mwm.oom mmm.mmm mmw.amm mmm.ama oa:.mua 3- Awfiadd a... .“. A / “j /, 61 GEOGRAPHICAL DISTRIBUTION OF FULL-TIME POLICE DEPARTMENTS IN THE REGION townships ar cfficer a tt jurisdictior Eight pslite servj sheriff16 f 33- These acertain Se in the regic 62 officers14 without any full-time police personnel. Out of fifteen townships and seven cities or villages having at least one part-time officer a total of 73 part-time officers or a mean of 3.3 officers per jurisdiction15 was recorded. (Note FIGURE 3-10.) Eight townships in Macomb, Monroe, and Oakland counties provided police services to its citizens by payment of the respective county sheriff16 for an agreed amount of police coverage in the township's name. These eight townships paid for services by 16 deputies and in a certain sense would constitute eight additional police departments in the region; however, most of the deputies involved were employed as county sheriff personnel and were not counted again for purposes of this census. If treated as separate departments, this would increase the total number of police departments in the region to 126 with six of the eight in Oakland County.17 FIGURE 3-11 lists the number of political subdivisions by county having police departments using the criteria of at least one full-time police officer to constitute a police department.18 Approximately 14This does not include auxiliary police officers unless they have a fixed schedule of work for which they are paid. Generally, auxiliary officers are distinguished from part-time officers. 15Twenty-eight university students at Eastern Michigan University are not included in these figures. These students perform regular part-time security duties as part of the police department. 16Some of the township's officials indicated that payment for police services was made directly to the deputy or deputies involved. 17Thirteen of the sixteen deputies involved are in Oakland County. One department would be in Macomb and Monroe each, with two and one deputy respectively. 18Another definition for full-time police department frequently encountered in the literature is an organization providing 24-hour police service. c H c o a m C H N ~t<0hv§ 5.4L» .<¢~.u ~ > A~z< a H“. HHV Mudfi u -Wuz\3fi¥~. {VNENVF r~.~r~u\.fl V53~m~NN *u \sz\~ ATVHV 63 mmmoHrmwO EAHBIEWHEE GZHBE .Hbm mmmoHnEO MUHQOA @2511ch 9305.93 EEOC Mm mZOHBUHQmHmDh oHnm mmsuHm N ma Q. Ass 0 n Hm m2: H m SH ifiamma H o H $30 .9 m IN 2 826:. m o N. momz o n H 828 mama; oz... 858 mmHmmzaoe BEE .33 58:3 358 .m o H m o H m o m e o H m 553 o H m. o H a o H m H o H $75543 H o H mHfio Hm H H e H o m o m m H H H azfioao H o a H o m momzo: o H m o H m o H m m28§ mama; 8,2. 858 mmHmmzon. «BE. exam $852 .3958 64 POLICE POLITICAL PERCENT WITH DEPARTMENTS SUBDIVISIONS DEPARTMENT MACOMB 18 28 64% MONROE 6 23 26% OAKLAND 41 64 64% ST. CLAIR 11 33 33% WASHTENAW 8 23 35% WAYNE 37 45 82% REGION 118 207 57% PERCENT OF POLITICAL SUBDIVISIONS WITH A POLICE DEPARTMENT FIGURE 3-11 un‘.‘ \ of the g01 region have a Police Office Upon co 'v‘as requested sheriff's men £3th jurisd positions vac Officers, Se the Person ha caution shOul “Present all are “’0 SFSte tnunty_ The identical but FIGITE 65 57% of the governmental jurisdiction or political subdivisions in the region have a police department. Police Officers Upon contacting an official of each jurisdiction, certain information was requested as to the number of full-time and part-time police officers, sheriff's men who were hired to provide police services to other than county jurisdictions, reserve or auxiliary police officers, full-time positions vacant, and the distribution by rank of all full-time police officers. Several were not actually full-time sworn positions although the person had full police authority. These were not included; hence, caution should be exercised in assuming that some of these "fringe positions" represent all such positions in the region.20 This simply means that seldom are two systems of contract policing the same except within a single county. The implication is that contract systems of policing are not identical but does not suggest there are no similarities. FIGURE 3-12 represents the distribution of police officers by part- time, full-time or other status as well as the type of governmental unit. Also reflected are the number of full-time positions vacant at the time of the census. This number should be subtracted from the full-time 19Some of the jurisdictions have changed from townships to cities since the 1960 United States Census, but usually this has been a change in legal status rather than a splitting or combining; therefore, not a significant change from the figures presented. 0Typical of such positions are "Day Officer" which is treated in various ways by the several departments of the region. The positions vary in name from a civilian position to patrolman to special officer each with varying degrees of authority and responsibilities. Other similar positions are Desk Officer, Secretary, Turnkey, and License Examiner. — C I— CC. .I a. r .3. 33.: 2:25:42 ‘ .Fz mt.~.—auh.~.fimwav.m 22.157. >~_~7i “1.4;: 2.3.2 1.6.4.; —.:...~:mw A~u.~u\.wh«~ ~.u...::mr.. ustéhL. .5." «\Vnfi u.\z~.> C.~.:..\ .\d.§>\\~avu v 66 ZOHBOHQmHmbh. .mo mm; Q7? @7500 Mm mmMUHnEO mquom .mo ZOHBDmHmBmHQ NHIm mmstm oms mom mH Hem emow Hayes mmw mom 0 HH mem ommHHH>\mpHo o o o G 6mm Hpnsoo _ o o 0 mm mm .mze mzsaz SH NH o mH st mmmHHH>\mHHo o om o o :m Huasoo o o o D o .E Ezmemma: 0 mm o w ow EMEHHH>\H»HC o o o 0 on Hugues o o o H m .35. E30 Hm AH RAH o Hm mHs mmeHHH>\HpHo o o o 0 mo Hpqsoo 0 mm mH Hm 00H .mzs azaHxao n m o mH a: ommHHH>\HHHo o o o H mm Hugues o o H o o .mze momzoz mm moH 0 on us: 6m6HHH>\HHHo o o o o omH masses 0 cm m AH mm .mze mecca: azaoas moneHmom zmozm HmHHHHHsA\m>mmmmm 2m: m.GEHmmmm omNHmHmmsm mzHe emmmmmm 2m: m.smHmmmm mmmHonmsm mzHa emam mzHa HHpm Hazaoo ..._,_-.....-—.. . '\ . \ q a \ \ J-~4-..‘_.--‘u.‘ l"A-, —u N, .. 69 DISTRIBUTION OF POLICE OFFICERS (6, BY COUNTY $19 .3,» H OAKLAND WAYNE. COUNTY ‘ (OUTSIDE DETRO COUNTY IT WAYNE COUNTY COUNTY POLICE OFFICERS % OF TOTAL MACOMB 632 7.8% MONROE 80 1.0 OAKLAND 910 11.3 ST. CLAIR 112 1.3 WASHTENAW 231 2.7 WAYNE 6,047 75.5 TOTAL 8,024 99.6% FIGURE 3-14 D.- F | n L. N~¥>WMHQ\ :2; t. . :5 .33.: .r a: «2 E: CC .652 3321.5 A i . r . . :25an 70 N BonemHD 09 szonmd qmzzommmmuzmozm MUqum HBfipomuom H pqwaopdqu obwpooamg N panopSowq H nHmpmwu “Hmzzommmm m BOHmemHa H<3 3:\.< KZL.7:_Avhv A~z< V~z<- >«~ fih‘uflflyukriav U~MVHW~AYN UN: ~..~.|~3\~..~ pwmfiv ZAVK.~.N~M~‘-N.N.WNWNN 71 Hmva m H m m¢ mH H mmpomo mHHzm>bm H H zHeomemm mom H¢¢ m n H: mH m>Heomemo me w:H u m mH HHeomema HH HH zHaom9ma wmm me nH m mm H mm ezHeomemo 4m NH : m HH H : zHHeomema m m moeommmzH Epmma H H zHeomemQ mo mmHmo mH mH mmmonmo .omxm eHomema NH w H H m mMHmo Newman m H H H H H H mmHmmmmmeZb m m mmonmmszoo HOH :m u u mm : :H mmHmo m m m mQBHHmHo w H H H H H H mmHmmmm 338 mi; 3<3 3fiw Mama amzpo on whhmpmnomm pamaphwmmc .nhozm .oawzo mHIm mmmeh .qmsaonpmm mm vmpwHSQNB n .xnmp Hmsuonm mm cmuwasnm» nmonmo ozow :No.w \mmo.w HWN NHH 0H0 ow Nnm mAnmmsm and UENEEOO on» nfi consfiozw Ohm pan ouswwm was» ca OOUSHonfl pod Ohm AmunNGOpSONM m mam mp:¢oMpom mv GOEOSOONHOQ Nachpom compmwhw GZHQDomU m2¢m Mm MEZDOO wm mmzommr ENIM mmpuHE SEE Ram NOE Ia MN 62 :1 63 GO Rm RI 265% H.om N.:N mow.: mu How.m own no: NmN RH mzwaz m.H N.H mOH N mm o :N NH N 3zH EmomH>mmmbm azazzoo m>HeHe¢wHemm>zH EmomH>mmmbm azazzoo N>HeHezH smomH>mmmbm mzHeHezH smomH>mmmbm azazzoo m>HeHezH wmomH>mmmbm 2242200 m>He¢memHszo< macaw xzmHmo< mmHB¢UHBmm>zH wmomH>mmmbm QzHB¢mBmHzHZQ< NBZDOU little dil the tegior or experie with the t For twelve yea before con and a low y8ars be y the high 5 AW. COIIege-L, °f 8e“Mast. lists the number of is divide note. F1 grand me; thOsQ re: Me. Figure 4 113 little difference between the means for the various rank groupings for the region; whereas, with the age characteristics and length of service or experience characteristics, there appears to be a high correlation with the rank structure of the various departments. For the 701 respondents indicated in Figure 4-10 who have less than twelve years of education, the mean deficit in terms of school years needed before completion of high school, is 1.6 years with a high of 8.0 years and a low of 1.0 year. This would require that 2,080 student-school years be provided by the region to bring all regional police officers to the high school graduate level. Approximately 252 of the respondents indicated some college or college-level study and this 252 or 1,438 respondents had a mean number of semesters per respondent with college of 3.81 semesters. Figure 4-12 lists the mean college semester per reSpondent with college and the number of respondents with college by the six rank groups. Wayne County is divided into "Detroit" and "Wayne County Outside Detroit" in the foot- note. Figure 4-13 graphically depicts the means by rank group and the grand mean for the region. Figures 4-14 and 4-15 present the data for those reSpondents without any college. Means do not adequately represent the status of a factor; thus Figure 4-16 is included to reveal the number of degrees held by these respondents with college. The data indicates that 872 of the respondents with college work do not have a degree. Ten percent of the respondents With college have a four year degree, but only 12 of the respondents with 1This figure is probably higher than the actual figure as a general rule of interpreting reaponses was that if a response was not clearly stated it was to be interpreted in favor of the officer or the higher figure. This does not, however, appear to have been a formidable problem. II -A \ r , - . .x . ., «E c; :6. 1 A0 A M N ...:......E.Ss ES “assumpmnl mm c a a a -. . m. c . 23.2 1.1.1.1... c.‘ :5. 0.: :1: o.» 03 m m c m c r l a 5 n. .‘a he A.V-\V 11.32.31. - ZIECEECTZC». Z...E.:.¥Z.4~.;.S;;.u...£>ZH 523mfi>ur§sn 225,128.; ..§NL.SHa<0Hemm>zH ~m0mH>mmm=m 024::00 m>Heonm mxdmh saw: moso3oowaog quAvom meB HGQAQOO Mz< EbomBH3 mezmmzommmm ho Bzmommm .oesmHm mHe» n .unocnommou 0:0 no 00mmmm :Hu: mm00Hm ms 14w NR Amm ms Hm, 00 on000 :m, 0w, :1. mg 00 ms [m0 \mw mzs<2 on 0 ms u--- ms mm 0 302000003 mm n--- mm om 00H 00 00H mHHe<0Hemm>zH smomH>mmmsm 0202200 0>Hemq mwmqqoo Qwemqmzoo 0HI: 000000 000 00.:0 00000 H0 :00 00H n:H 00 NH 00000 000 00.Hm 0Hm.H mm 000 mHH 00H 00 0 000000 02 000 .0000000 0H 00. 0H 0 H H m m 0 000000 002000000000 00 00000000 00H 0:.0 00H 00 0: HH 0H 0H N 000000 0000 0000 H 0:. 00 m 0H H H H 0 000000 0000 030 0000000 0003 0200200000 00000 20202000000 202000000 .020 .0000 0202200 .200 Bzmmzommmm 00 R AdBOB 00 R mbomu mzHBzH memH>mmmDm QzHB00 000500 000030 mm 0 n: 0 mm 0 N 000000 0000002 0000000 0 0 m .0000\.0000 0 0 0 m m 0 00000 0 m 0 0 00000 0 0000000 0000000 000000 00002 000 N0 000 00 R 00 N 000000 0000002 0000000,. 00 0 0 m m 0000\0000 .0 00 00 00 0 0 0 00000 0 m0 0 00 00000 0 0000.000 000.0 00 000 1000 000 00 00 00000 0.20000 000.0 00 000 000 000 00, 0. 000000 0000002 0000000 00 0 0 m m m .0000\.0000 000 00 00 0 00 0 0 00000 0 00 m 00 0 00000 0 000002 N 0 00 0 0 0 000000 0000003 0000000 0000\0000 0 0 0 00000 0 m 0 00000 0 300000002 00000 00002000000 000000000 0000000000000 00000000000 0000000 00000000000000 FIGURE )4 18 NUMBER OF RESPONDENTS BY FIELD OF COLLEGE STUDY 122 RANK GROUP FIELD OF STUDY ADM. COMMAND SUPV. INV. PTLM. .w. TOTAL NO RESPONSE 1 2 6 8 92 A 113 LIBERAL ARTS—GENERAL 2 23 3A 3A 221 3 317 BUSINESS ADMINISTRATION O 12 19 11 120 7 169 ENGINEERING O 16 16 13 109 0 15A ACCOUNTING 0 6 18 16 70 O 110 PHYSICAL SCIENCES 1 6 5 8 56 3 79 SOCIAL SCIENCES O 8 13 7 22 3 73 EDUCATION 2 IO 11 A A0 5 72 POLICE ADMINISTRATION 1 5 8 3 35 6 58 ELECTRONICS O 1 6 3 A7 0 57 PHYSICAL EDUCATION 9 3 2 A 2A 1 36 PSYCHOLOGY O 3 A A 18 6 35 MW (RESIDENT) 1 5 3 6 17 3 35 PRE-MED OR MED 1 3 5 1 16 1 27 MANAGEMENT O O A 2 12 1 19 HISTORY O O A O 8 6 18 DRAFTING O 1 2 1 12 O 16 COMMERCE-ECONOMICS O 2 O 3 9 0 1A PRE-DENTAL OR DENTAL O O 3 1 9 O 13 ENGLISH O 2 3 1 3 A 13 JOURNALISM O 1 3 O 5 1 1O ARCHITECTURE O O 1 1 8 O 10 MUSIC O O 1 1 7 O 9 PHARMACY O O A 1 3 O 8 NURSING O 1 O O 1 6 8 ADVERTISING O 2 1 O A O 7 AERONAUTICS O O 1 2 3 O 6 SPEECH O O O O 5 1 6 PUBLIC ADMINISTRATION 1 O 2 1 1 O 5 SECRETARIAL O 3 O O 1 O A PHILOSOPHY O O O 2 2 O A LANGUAGE O O 1 O 3 O A BIBLICAL O 1 O O 2 1 A ART 0 2 1 O 1 O A AGRICULTURE O O O 1 2 O 3 MORTUARY SCIENCE O O O O 3 O 3 AUTOMOTIVE TECHNOLOGY O 1 O O 2 O 3 SALESMANSHIP O O 1 o 2 o 3 RADIO-TV PRODUCTION O O O 1 2 O 3 GEOLOGY O O 1 O 2 O 3 CHIROPRACTORY O O O O 2 O 2 DATA PROCESSING O o O 1 1 O 2 FIELD OF STUDY ADM. COMMAND SUPV . E PTLM. P.W. TOOL DESIGN HOME ECONOMICS CRIMINOLOGY MINING WELDING PRE-VET OR VET MED. RESTAURANT MGMT. METEROLOGY X-RAY TECHNOLOGY LABOR RELATIONS MILLWRIGHT TOTALS OOOOOOOOOOO H \O OHOOOOOOOOO 119 FIGURE A—18 OOOOOOOOI—‘OH H O) 4: 00000000000 l—‘Ol—Jl-JHI—W—‘HHOUO 1A1 1,012 OOOOOOOOONO (I) :- HI—‘E—‘i—JHHI-Ji—‘Nm-F‘ \O 124 mm m mm o o o o m 2mz.% mmH S SHH o o o o S mmmszpm mo .HHoo .Smm a: om mm o o o o 0 2m: S HHH m: mm o o o o o .o.n mmom szmm cm m m: m o m o H 2mz_% me m mSH OH o m o : ZHuHmOH: mo SSHmmHSHzp mm 0H om m m S H N am: S :mH mm 0S S m mH H m .SHz: z u o o.— o >- .- o -- I: U HO H E '0— 4.: cs 0 -- mu; m c o c o m ~ - E —- u +4 «on can. an H +4 +4 0 m>~ m Hm -— mu 0. o t. a. u o-U xu— II 0 mm 2 CU Co- C ---< >~mO CO 44C) 0. Eu >~ m m m o L.c> w-- m >~ Q) --E O- OII- 010) QC) ‘0 m ‘H 0) 440 on 00 U --o--uoo usu— -I.Umu c Ln <[ L) 1:.- l..— u-uo a)... I... ‘D C 44m 2 —U-- U— u— —-:-- .c— u.— 0» 3 O o u: a:-- c .- o o o -- 0.: §i+Jc> a o < o o< m Luz: 2m :0. two on 00. Administration Command I 2 l I -D Supervisory 2 IS 5 I 3 § Investigative 3 2 g Patrolmen A 2 36 IO 5 7 55 2 I Policewomen I Total A A 55 I9 I 9 7 56 I 2 I Administration Command h 8 SUpervisory 5 E Investigative I g Patrolmen I7 Policewomen I Total 28 Administration A I l l .0 Command I I5 5 6 A 7 2 I g Supervisory l6 2 22 5 7 I 2 I 3 Investigative I 13 6 S 8 5 8 Patrolmen 99 I9 101 23 35 Al I 2 IIO Policewomen l 3 I 28 Total 2 IAA 26 lA2 38 57 l A2 I 35 I I2 6 Clair St. Administration l I Command SUpervisory Investigative I Patrolmen 2 3 7 l I Policewomen Total 3 I 3 I 7 I I 139 C O m .3 u > H O Q.) Q) >~ .- Q) .- c u “'5 u E 'u— u U Q) 0- Q; «I C 0 C 0 ID ' ' E "' H U 0013 mu. uu u u u o m >~ m u to .— m CL O. o I— n. u .— u xx... I In 0 a) z to c-- c -< >~ to 0 can Ho 0. u > m m to o s- o u— —- to >~ o .- E a. GIL aim o.o m VI A. o u u U C) O Q) U o- d) 0- U 0 U H .CI-I— -- *- U U) U C L'O <£ .c>.c.- L..- mud) Lo... 1... 0 c 44in '2 -— u.- u-— .u-— —- 3-- 0 £:—- u-— tn 3 mo Lu m--c.-omo ~04: 4:440 :10 < o o< m '1.an 1:1 to. Zeno won. on. Administration 5 Command 5 5 Supervisory I6 I .2 Investigative w Patrolmen AA I m 13 Policewomen I Total 66 I l 13 '5 Administration 2 l l 3 2 2 l 3 Command 6 5 I8 9 7 2 g Supervisory I0 59 I5 33 20 I0 3 I 2 g o Investigative 5 A 6 8 I A I >‘} Patrolmen I0 65 I8 95 9 32 A0 2 A g" Policewomen 2 I 2 Total 27 l35 A7 I58 AI 55 3 A0 3 2 A 6 4 Administration 2 Command I97 ;: Supervisory 329 I 2 Investigative 32A 3 Patrolmen 6 323A I A IO 5 5 Q POI i cewomen 65 Total 6 AISI l A II 5 5 Administration 3 3 I 7 3 2 I 0 0 l 0 2 Command l 223 II 30 13 I5 0 0 I 2 2 I c SUpervisory I0 A22 32 65 26 20' A 0 2 2 I 2 I ,2 Investigative 6 3A2 9 l7 6 I2 0 O 0 O 0 l 5 3‘ Patrolmen 22 3AAI 77 223 32 73 II lA3 IA 2 I I7 I] “1 Policewomen O 67 2 5 0 O 0 2 0 28 0 0 2 Total A2 A50l I32 3A7 80 I22 I6 IAS I7 35 A 23 I9 Percent of Total .7 82.0 2.A 6.3 I.A 2.2 .3 2.6 .3 .6 .I .A .3 140 D. THE DEVELOPMENTAL TRAINING BASE Developmental training is that training received other than basic training and which is intended to promote the development of the individual so as to permit him to perform the police task better or with more efficiency. Basic training easily fits into this definition, but its importance to individual performance and goal orientation requires that it be treated separately. Developmental training includes terms such as in-service or additional training, but goes even further. Developmental training is any training or education received or experienced by the individual which is job-performance related. It makes little difference who provides for or pays for the training so long as it is received by the employee. In using this concept, it is difficult to contend that pre-service training is not a part of the employee's development. For example, military police training received prior to service with the employee's current department is considered developmental training as is a manage- ment course taken by a department commander on his own time and without any inducement from the department. Certain training programs, such as radio-television repair or an industrial apprenticeship is difficult to connect with the police tasks, but can be without much stretching of the imagination. Several Detroit police officers, for example, have radio-television repair training and a high percentage of them are assigned to communications where they made use of such training. Some programs are difficult to relate to the job, but there were relatively few such programs listed. Figure 4-29 graphically depicts the distribution of respondents with additional training (74% of the reapondents) according to quantity 141 1-2 wEEKS LESS THAN ONE wEEK 23% 29% DISTRIBUTION OF THE RESPONDENTS (7A%) LISTING "ADDITIONAL TRAINING" FIGURE A-29 142 and Figure 4-30 contrasts the reSpondents with additional training by length of experience and county. Contrasting Wayne County with the other five counties suggests that the central city of Detroit depends primarily on basic training to prepare its personnel while the fringe areas depend more on additional training. The data presented in the basic training section further supports this point. Figure 4-31 lists the percent of respondents by county and length of service without any additional training listed on their forms. For the entire region, 262 of the respondents or approximately 1,500 men list no additional training or developmental training beyond basic training. All additional training listed by the respondents was categorized into twenty groups on the basis of similarity of course title. Such grouping without a comparison of course content can be misleading, but efforts were made to minimize the affect. Besides the course title, the agency providing the training, the length of the course, the date, and the rank held by the respondent at the time of taking the course were all sought and usually answered by the respondents. Fellow officers were also checked and a fairly thorough listing of the courses was obtained. If sufficient information was not obtained by these means, the institution offering the course was contacted for more information. Figure 4-32 lists the percent of respondents in the region by rank group without any additional training by training subject. Figures 4-34 through A-AO present the same data for each of the six counties. Figure 4-41 lists in table form the mean number of hours of additional training listed by all regional respondents with additional training for the respective subject. Figures 4-42 through 4-48 represent the same data 143 mmHmmm .mo 50%.: 52 E8 Hm mEonmmfim ho 9.750% HT: ESE deHZHE .HSAOHBHQBQ. 3 EDGE .wfifigp 393. ads». nonpo no wagon. 9:529.» Am i. AN AN mm 3 mm as.» m E. o 0 HA 0 o 525mg om E on mH :H o Hm EEO .em 3 HE E N.H a. m om Sac mm 8H 0 0 HH N.H mm 8sz om Hm m m m A mm 9.83: H32 3.758 mmzommmm 02 E92 98 om mHumH mH-H.H 36 To . 28» 5 828m .8 games .388 145 NUMBER OF ‘ RESPONDENTS 36 3A8 ~ 636 A06 A199 83 5708 RANK GROUP AD.A COMM. SUPV. INV. PTLM. P.W. TOTAL %’ %fi % %’ %’ %7 Rfi GEN'L. FIELD TECH. 61 76 72 87 87 9A 85 LAW 56 A8 52 57 88 87 79 TRAFFIC 53 70 7A 92 88 9A 85 GEN'L. INVESTIGATIVE TECH. 61 73 7A A6 97 9A 89 SPECIFIC OFFENSE INV. AA 62 72 83 93 9A 88 JUVENILE 75 88 87 97 97 83 95 FIREARMS- 86 92 78 98 95 98 93 MEDICAL/EMERGENCY 75 7A 78 90 85 93 8A GROUP CONTROL 81 7O 68 83 75 96 75 DEFENSIVE/OFFENSIVE TACTICS 0 97 96 98 99 0 98 HR, PR, PCR 78 62 71 87 62 9A 66 VEHICLE OPERATION 97 97 99 100 96 0 97 BOAT/WATER SAFETY 97 99 99 99 99 0 99 SUPPORTIVE SKILLS 86 79 88 89 96 9A 93 FIREMANSHIP 9A 99 98 99 99 99 99 IDENTIFICATION TECH. 83 89 89 9A 95 0 9A SUPERVISORY 83 79 79 98 99 0 95 COMMAND 36 67 88 99 99 O 96 MISCELLANEOUS SKILLS 78 82 89 93 92 99 91 OTHER 67' 68 8A 87 91 9A 88 FIGURE A-32 IERCENT BY RANK GROUP OF RESPONDENTS NOT REPORTING ANY ADDITIONAL TRAINING BY SUBJECT GROUPING FOR THE REGION 147 NUMBER OF . RESPONDENTS l 21 A3 6 158 l 230 RANK GROUP AD. COMM. SUPV INV. PTLM. P.W. TOTAL % %_ %* %’ %* $6 GEN'L. FIELD TECH. O 38 28 33 61 100 52 LAN 0 2A 63 0 37 100 A0 TRAFFIC 100 67 16 100 77 100 65 GEN'L. INVESTIGATIVE TECH. 0 86 95 67 99 100 96 SPECIFIC OFFENSE INV. 0 86 33 67 9A 100 80 JUVENILE 100 76 70 100 88 0 83 FIREARMS H 100 81 100 83 100 100 98 .MEDICAL/EMERGENCY 0 90 88 100 91 100 90 GROUP CONTROL 100 95 98 100 90 100 92 DEFENSIVE/OFFENSIVE TACTICS 100 95 98 83 100 100 99 HR, PR, PCR 100 90 93 100 100 100 98 VEHICLE OPERATION 100 100 100 100 100 100 100 BOAT/EATER SAFETY 100 100 100 100 100 100 100 SUPPORTIVE SKILLS 100 90 93 100 99 100 97 FIREMANSBIP 100 100 100 100 99 100 99 IDENTIFICATION TECH. 100 76 35 83 100 100 85 SUPERVISORY 100 76 95 100 99 100 97 COMMAND 0 A3 79 100 100 100 90 MISCELLANEOUS SKILLS 0 90 91 100 99 100 96 OTHER 100 76 91 83 98 0 9A FIGURE A-3g PERCENT OF RANK GROUP OF RESPONDENTS NOT REPORTING ANY ADDITIONAL TRAINING BY SUBJECT -MACOMB COUNTY; 148 ~ NUMBER OF . RESPONDENTS 0 - 4 6 1 2 1 1 33 RANK GROUP AD. -COHH. SUPV. INV. PTLM. P.W. TOTAD 96 96 % 76 2‘ 96 . 7o GEN'L. FIELD TECH. 100 100 100 100 100 100 LA»: 100 83 O 95 100 91 TRAFFIC 75 100 100 86 100 88 GEN'L. INVESTIGATIVE TECH. 25 17 0 57 100 115 SPECIFIC OFFENSE INV. 25 l7 0 1+8 100 39 JUVENILE 100 67 100 100 O 91 FIREARMS - 100 83 100 100 100 97 MEDI CAL/ EMERGENCY 75 100 100 100 100 97 GROUP CONTROL 50 17 o 118 100 ha DEFENS IVE/OFFENSIVE TACTICS 50 17 0 52 100 115 HR, PR, PCR 50 33 0 1+8 100 115 VEHICLE OPERATION 100 100 100 100 100 100 BOAT/WATER SAFETY 100 100 100 100 100 100 SUPPORTIVE SKILLS 100 100 100 95 100 97 F1 REMANSHIP 100 100 100 100 100 100 IDENTIFICATION TECH. 50 50 , 0 81 100 70 SUPERVISORY 75 100 100 100 100 . 97 comp 50 100 100 100 100 91} MISCELLANEOUS SKILLS 100 100 100 100 100 100 OTHER 100 67 100 100 100 91} FIGURE h-35 PERCENT OF RANK GROUP OF RESPONDENTS NOT REPORTING ANY ADDITIONAL TRAINING BY SUBJECT -LDNROE ‘ COUNTY- 149 NUMBER OF - ‘ RESPONDENTS 11 48 _58 36 '305 6 _464 RANK GROUP ° AD. COMM. SUPV. INV. PTLM. P.W. TOTAT 96 96 96 96 96 56 96 GEN'L- FIELD TECH. 73 48 50 55 53 62 52 LAW 40 32 .46 29 6O 50 51 TRAFFIC 67 53 65 72 71 75 67 GEN'L. INVESTIGATIVE TECH. 67 67 82 32 90 75 81 SPECIFIC OFFENSE INV. 27 36 68 43 77 75 67 JUVENILE 67 87 79 72 90 25 83 FIREARMS 87 86 90 86 97 87 92 MEDICAL/EMERGENCY 6O 67 77 60 71 87 67 GROUP CONTROL 6O 59 76 52 7O 62 69 DEFENSIVE/OFFENSIVE TACTICS 100 90 94 98 95 100 92 HR, PR, PCR , 80 82 94 86 98 88 94 VEHICLE OPERATION 100 98 100 100 99 100 99 BOAT/WATER SAFETY 100 100 99 98 100 100 99 SUPPORTIVE SKILLS 93 86 96 98 99 62 96 FIREMANSHIP 100 98 97 95 95 87 96 IDENTIFICATION TECH. 67 82 88 75 96 100 90 SUPERVISORY 73 86 96 100 99 100 97 COMMAND 47 53 77 95 99 100 86 MISCELLANEOUS SKILLS 67 72 92 86 92 100 91 OTHER 73 67 9O 72 93 88 87 FIGURE 4-36 PERCENT OF RANK GROUP OF RESPONDENTS NOT REPORTING ANY ADDITIONAL TRAINING HY SUBJECT -0AKLAND COUNTY- 150 NUMBER OF RESPONDENTS 5 F 5 8 4 49 O 71 RANK GROUP AD. COMM. SUPV. INV. PTLM. P.W. TOTAL . ‘ 96 96 96 96 34 96 96 GEN'L. FIELD TECH. 6O 80 75 75 96 89 LAW 60 80 50 100 61 63 TRAFFIC 20 100 63 100 69 69 GEN'L. INVESTIGATIVE TECH. 80 80 63 50 88 82 SPECIFIC OFFENSE INV. 40 50 53 25 71 65 JUVENILE 80 80 88 100 80 82 FIREARMS 80 80 50 75 51 7o MEDICAL/EMERGENCY 80 100 63 75 61 66 GROUP CONTROL 100 80 63 100 31 46 DEFENSIVE/OFFENSIVE TACTICS 100 100 88 100 100 99 HR, PR, PCR 60 100 100 100 96 94 VEHICLE OPERATION 80 100 100 100 100 99 BOAT/WATER SAFETY 80 100 100 100 98 97 SUPPORTIVE SKILLS 6o 60 75 100 90 85 FIREMANSHIP 80 100 100 100 100 99 IDENTIFICATION TECH. 100 80 63 50 94 87 SUPERVISORY 100 80 100 100 100 99 COMMAND , 20 60 100 100 100 92 MISCELLANEOUS SKILLS 80 4O 50 100 76 72 OTHER 100 40 75 100 98 92 FIGURE 4-37 PERCENT OF RANK GROUP OF RESPONDENTS NOT REPORTING ANY ADDITIONAL TRAINING BY SUBJECT -ST. CLAIR COUNTY- 151 NUMBER OF RESPONDENTS 2 12 24 o 65 2 105 RANK GROUP AD. COMM. SUPV. INV. PTLM. P.W. TOTAL %’ %’ %i %’ %’ %i %7 GEN'L. FIELD TECH. 100 8 8 42 50 30 LAw 50 17 4 20 o 16 TRAFFIC 0 25 46 45 50 42 GEN'L. INVESTIGATIVE TECH. 50 67 67 89 50 80 SPECIFIC OFFENSE INV. 50 42 42 91 100 73 JUVENILE 100 92 100 97 50 42 FIREARMS 50 42 17 38 50 57 MEDICAL/EMERGENCY 100 17 25 40 o 34 GROUP CONTROL 50 50 42 .32 100 38 DEFENSIVE/OFFENSIVE TACTICS 100 100 100 94 100 96 HR, PR, PCR 0 25 21 34 50 30 VEHICLE OPERATION 100 100 96 100 100 99 BOAT/WATER SAFETY 100 100 100 100 100 100 SUPPORTIVE SKILLS 50 75 96 100 100 95 FIREMANSHIP 100 100 100 100 100 100 IDENTIFICATION TECH. loo 33 92 98 100 95 SUPERVISORY 100 100 100 100 100 100 COMMAND 50 25 75 98 100 84 MISCELLANEOUS SKILLS 100 33 83 94 100 90 OTHER 100 67 _431 95 199 90 FIGURE 4-38 PERCENT OF RANK GROUP OF RESPONDENTS NOT REPORTING ANY ADDITIONAL TRAINING BY SUBJECT -WASHTENAW COUNTY- 152 NUMBER OF RESPONDENTS RANK GROUP AD, COMM. SUPV. INV. PTLM. P.W. TOTAL 96 “f 76 % 95 ' 76 ' E GEN'L. FIELD TECH. 64 69 69 56 7O 83 69 LAW 91 85 78 69 86 100 84 TRAFFIC , 45 4O 38 64 56 100 53 GEN’L. INVESTIGATIVE TECH. 55 75 79 67 94 100 87 SPECIFIC OFFENSE INV. 74 23 74 58 86 100 76 JUVENILE 73 63 6O 83 89 83 82 FIREARMS‘ 91 96 100 97 85 100 89 MEDICAL/EMERGENCY 91 73 67 86 76 100 75 GROUP CONTROL 100 81 64 89 79 100 79 DEFENSIVE/OFFENSIVE TACTICS 100 100 91 92 96 100 96 HR, PR, PCR 100 92 86 100 96 83 95 VEHICLE OPERATION 100 98 100 100 99 100 99 BOAT/WATER SAFETY 100 98 100 100 99 100 99 SUPPORTIVE SKILLS 100 88 91 89 95 83 94 FIREMANSHIP 91 94 91 97 93 100 93 IDENTIFICATION TECH. 91 75' 95 83 95 100 92 SUPERVISORY 82 77 91 100 99 100 95 COMMAND 27 33 78 100 99 100 88 MISCELLANEOUS SKILLS 91 77 79 86 81 83 81 OTHER 36 48 67 67 =87 100 78 FIGURE .4-39 PERCENT OF RANK GROUP OF RESPONDENTS NOT REPORTING ANY ADDITIONAL TRAINING BY SUBJECT -WAYNE COUNTY- (Without Detroit) 153 NUMBER OF Rmmmmm RANK GROUP AD. COMM. SUPV. INV. PTLM. P.W. TOTAL 96 96 96 93 $6 76 96 GEN'L. FIELD TECH. 50 95 94 95° 94 100 94 LAW 0 47 53 59 83 92 67 TRAFFIC 100 86 95 97 94 97 94 GEN'L. INVESTIGATIVE TECH. 50 74 68 45 99 97 91 SPECIFIC OFFENSE INV. .50 80 83 92 96 95 94 JUVENILE 100 94 99 98 99 94 99 FIREARMS 100 97 96 99 96 100 63 MEDICAL/EMERGENCY 100 84 89 94 88 95 88 GROUP CONTROL 100 69 63 85 77 100 76 DEFENSIVE/OFFENSIVE TACTICS 100 99 100 99 99 100 99 HR, PR, PCR 50 46 58 86 64 97 57 VEHICLE OPERATION 100 98 98 99 95 100 96 BOAT/WATER SAFETY 100 99 98 99 98 100 ‘99 SUPPORTIVE SKILLS so 73 83 88 95 98 93 FIREMANSHIP 100 100 100 99 99 100 100 IDENTIFICATION TECH. 100 98 98 98 94 100 95 SUPERVISORY 100 58 63 97 99 100 95 COMMAND 50 85 98 99 99 100 99 MISCELLANEOUS SKILLS 100 86 9O 95 92 100 92 OTHER 50 73 15 90 93 95 91 FIGURE 4-40 PERCENT OF RANK GROUP OF RESPONDENTS NOT REPORTING ANY ADDITIONAL TRAINING BY SUBJECT -DETROIT- 154 NUMBER OF RESPONDENTS 36 348 636 A 406 4199 83 5708 RANK GROUP AD. COMM. _§UPV. INV. PTLM. P.W. TOTAL %’ %" %’ %' %’ %’ 56 GEN'L. FIELD TECH. 65 93 91 77 72 69 78 LAW 119 55 58 55 77 44 66 TRAFFIC 57 112 53 72 39 4 52 GEN'L. INVESTIGATIVE TECH. 155 83 74 84 45 28 75 SPECIFIC OFFENSE INV. 53 38 , 45 38 29 25 37 JUVENILE ' 25 48 34 43 36 19 36 FIREARMS 9 18 104 33 31 19 23 MEDICAL/EMERGENCY 23 21 17 20 12 9 14 GROUP CONTROL .30 42 39 59 49 8 48 DEFENSIVE/OFFENSIVE TACTICS 0 24 20 30 58 0 62 HR, PR, PCR 35 29 30 25 21 21 23 VEHICLE OPERATION 40 33 81 40 128 0 120 BOAT/HATER SAFETY 8O 41 40 27 63 0 57 SUPPORTIVE SKILLS 47 43 50 37 41 36 43 FIREMANSHIP 35 107 54 49 50 8 53 IDENTIFICATION TECH. 83 44 31 46 26 0 31 SUPERVISORY 38 47 49 53 34 0 48 COMMAND 326 119 74 21 30 0 119 MISCELLANEOUS SKILLS 115 33 42 32 35 60 37 OTHER 137 134 106 177 88 23 107 FIGURE 4-41 MEAN HOURS OF ADDITIONAL TRAINING PER RESPONDENT WITH ADDITIONAL TRAINING FOR THE REGION 155 A L NUMBER OF 1 RESPONDENTS 1 ‘ 21 43 6 158 1 230 L RANK GROUP 1 AD. COMM. SUPV. INV. PTLM. P.W. TOTAL %' %5 %* %’ %’ %I‘ 1% GEN'L. FIELD TECH. 16 95 100 104 96 0 96 LAN 6 54 66 72 60 0 74 . TRAFFIC .0 54 31 o 53 0 43 GEN'L. INVESTIGATIVE TECH. - 400 228 108 106 44 o 160 SPECIFIC OFFENSE INV. 15 25 24 62 10 0 21 JUVENILE 0 14 25 0 21 20 21 FIREARMS- 0 19 0 20 0 0 19 MEDICAL/EMERGENCY 6 26 28 0 22 0 23 GROUP CONTROL 0 44 4 0 190 0 171 DEFENSIVE/OFFENSIVE TACTICS 0 8 12 20 0 0 13 HR, PR, PCR 0 28 12 0 0 O 18 VEHICLE OPERATION o 0 O 0 O 0 0 BOAT/HATER SAFETY 0 0 0 0 0 0 0 SUPPORTIVE SKILLS 0 24 19 0 40 0 24 FIREMANSHIP 0 0 o 0 8 0 8 IDENTIFICATION TECH. 0 56 13 20 0 0 20 SUPERVISORY O 49 29 '0 30 0 42 COMMAND 80 147 54 0 0 0 106 MISCELLANEOUS SKILLS 6 14 128 0 5 0 62 OTHER 0 118 86 200 133 48 113 FIGURE 4-42 MEAN HOURS OF ADDITIONAL TRAINING PERRESPONDENT WITH ADDITIONAL TRAINING -MACOMB- 156 NUMBER OF . RANK GROUP AD. COMM. SUPV. INV. PTLM. 'P.W. TOTAL 96 95 96 _ 76 95 96 % GEN'L. FIELD TECH. 0 O O O O O LAW 0 8 3 4 O 5 TRAFFIC 140 O 0 19 O 50 GEN'L. INVESTIGATIVE TECH. 22 48 56 48 O 44 SPECIFIC OFFENSE INV. 17 40 51 21 O 27 JUVENILE 0 138 O O 16 97 FIREARMS O 4 O 0 0 4 MEDICAL/EMERGENCY 10 0 O O 0 10 GROUP CONTROL 10 10 8 8 0 9 DEFENSIVE/OFFENSIVE TACTICS 13 16 20 21 0 18 HR, PR, PCR 6 7 8 9 0 8 VEHICLE OPERATION 0 0 O O 0 0 BOAT/WATER SAFETY 0 0 0 0 0 O SUPPORTIVE SKILLS O 0 O 16 0 16 FIREMANSHIP O 0 O 0 0 0 IDENTIFICATION TECH. 71 8 40 13 O 26 SUPERVISORY 30 0 0 0 O 30 COMMAND 268 0 O O O 268 MISCELLANEOUS SKILLS 0 O 0 0 0 0 OTHER 0 33 0 0 O 33 FIGURE 4-43 IMEAN HOURS OF ADDITIONAL TRAINING PER RESPONDENT WITH ADDITIONAL TRAINING -MONROE - 157 NUMBER OF A » RESPONDENTS 11 48 58 .36 305_ 6 464 RANK GROUP AD. COMM. SUPV. INV. PTLM. P.w. TOTALL I %’ %5 %* 5% »HT %’ ‘% GEN'L. FIELD TECH. 55 66 83 72 58 80 64 LAW 10 24 36 30 r 39 o 35 TRAFFIC 67 89 69 55 37 O 51 GEN'L. INVESTIGATIVE TECH. 82 104 98 182 . 86 0 111 SPECIFIC OFFENSE INV. 49 18 27 31 15 o * 21 JUVENILE 37 34 25 15 25 8 27 FIREARMS 8 24 24 24 8 0 9 MEDICAL/EMERGENCY 40 9 19 43 13 O 15 GROUP CONTROL 0 38 30 24 31 0 31 DEFENSIVE/OFFENSIVE TACTICS 0 0 23 15 32 0 26 HR, PR, PCR 0 32 30 0 20 28 26 VEHICLE OPERATION 0 40 0 0 0 0 40 BOAT/HATER SAFETY 0 4 0 0 0 0 4 SUPPORTIVE SKILLS O 16 34 4O 28 2 28 FIREMANSHIP 30 126 74 8 33 o 51 IDENTIFICATION TECH. 40 47 55 61 27 0 44 SUPERVISORY 36 65 26 0 3O 0 47 COMMAND 28 142 54 0 40 O 134 MISCELLANEOUS SKILLS 32 42 20 34 3o 60 30 OTHER ' 114 93 110 153 105 0 109 FIGURE 4-44 MEAN HOURS OF ADDITIONAL TRAINING 'PER RESPONDENT WITH ADDITIONAL TRAINING -OAKLAND- 158 NUMBER OF _ RESPONDENTS 5 5 8 4 49 0 71 RANK GROUP AD. COMM. SUPV. INV. PTLM. P.w. TOTAL % %’ %’ %— %’ %‘ 5% GEN'L. FIELD TECH. 28 44 24 76 13 0 31 LAW 76 12 56 0 17 0 27 TRAFFIC ‘ 36 O 84 0 14 0 -27 GEN'L. INVESTIGATIVE TECH. 8 81 57 90 45 0 55 SPECIFIC OFFENSE INV. 26 11 11 73 .11 0 20 JUVENILE 8 72 4 0 19 0 21 FIREARMS- 8 8 9 30 15 0 14 MEDICAL/EMERGENCY 42 0 19 70 14 0 18 GROUP CONTROL 0 8 11 0 8 0 8 DEFENSIVE/OFFENSIVE TACTICS 0 0 20 0 0 0 20 HR, PR, PCR 64 0 0 O 4 O 34 VEHICLE OPERATION 40 0 0 O 0 0 40 BOAT/WATER SAFETY 80 0 0 0 84 0 82 SUPPORTIVE SKILLS 24 51 26 O 18 0 27 FIREMANSHIP 40 0 0 O O 0 40 IDENTIFICATION TECH. 0 8 13 112 10 0 27 SUPERVISORY 0 8 0 0 0 0 8 COMMAND 45 1 272 0 O 0 0 39 1 MISCELLANEOUS SKILLS 120 93 68 0 10 0 96 OTHER 0 99 100 0 18 0 86 FIGURE 4 -45 MEAN HOURS OF ADDITIONAL TRAINING PER RESPONDENT WITH ADDITIONAL TRAINING -ST. CLAIR- {III III" II: .ll .1111 159 NUMBER OF , RESPONDENTS 2 12 24 O 65 .2 105 RANK GROUP AD. COMM. SUPV. INV. PTLM. P.W. TOTAL 96 96 96 9? 95 ' 76 96 GEN'L. FIELD TECH. 39 160 116 0 71 80 97 LAW 61 49 27 0 26 32 31 TRAFFIC 34 72 44 0 10 2 27 GEN'L. INVESTIGATIVE TECH. 3 34 59 0 3 40 32 SPECIFIC OFFENSE INV. 88 62 35 0 10 0 38 JUVENILE 0 378 0 O 247 5 220 FIREARMS 15 28 130 0 24 30 20 MEDICAL/EMERGENCY 0 29 13 0 87 11 13 GROUP CONTROL 24 12 7 0 7 0 8 DEFENSIVE/OFFENSIVE TACTICS 0 0 0 0 19 0 19 HR, PR, PCR 22 62 34 0 11 16 23 VEHICLE OPERATION 0 0 8 0 0 0 8 BOAT/WATER SAFETY O O 0 0 0 0 0 SUPPORTIVE SKILLS 40 49 50 0 0 0 47 FIREMANSHIP 0 0 0 0 0 0 0 IDENTIFICATION TECH. 0 37 51 0 4 0 36 SUPERVISORY 0 O O 0 0 O 0 COMMAND 536 73 27 0 8 0 80 MISCELLANEOUS SKILLS 0 15 47 0 70 0 50 OTHER 0 459 96 0 216 0 28 FIGURE 4-46 MEAN HOURS OF ADDITIONAL TRAINING PER RESPONDENT WITH ADDITIONAL TRAINING -WASHTENAW- 160 NUMBER OF RESPONDENTS * RANK GROUP AD. CONN. SUPV. INV. PTLM.‘ P.W. TOTAL 96 % 96 96 96 ' 96 95 GEN'L. FIELD TECH. 60 6O 91 39: 47 0 47 LAW 736 51 49 54 40 25 , 46 TRAFFIC .0 ' 207 76 100 47 2 68 GEN'L. INVESTIGATIVE TECH. 24 83 68 79 37 21 71 SPECIFIC OFFENSE INV. 244 6a 67 29 44 19 52 JUVENILE 0 162 46 59 56 42 59 FIREARMS 0 17 40 84 37 0 38 MEDICAI/EMERGENCY 0 15 15 11 11 3 11 GROUP CONTROL 0 69 54 81 57 0 59 DEFENSIVE/OFFENSIVE TACTICS 0 64 0 2000 190 0 319 HR, PR, PCR 16 29 31 27 21 28 23 VEHICLE OPERATION 0 69 91 40 127 0 124 BOAT/WATER SAFETY 0 60 43 16 62 0 58 SUPPORTIVE SKILLS 26 49 57 36 43 40 46 FIREHANSHIP 0 0 0 o 0 0 0 IDENTIFICATION TECH. 0 26 69 22 26 0 27 SUPERVISORY 0 46 50 53 35 0 49 COMMAND 84 95 395 24 32 0 123 MISCELLANEOUS SKILLS 0 26 48 24 33 0 33 OTHER 600 150 102 209 107 11 122 FIGURE 4-47 MEAN HOURS OF ADDITIONAL TRAINII‘B PER RESPONDENT WITH ADDITIONAL TRAINIM; -DETROIT- 170 NUMBER OF RESPONDENTS _ RANK GROUP AD. COMM. SUPV. INV. PTLM. P.W. TOTAL . D 96 95 96 95 $5 .96 GEN'L. FIELD TECH. 120 93 92 117 106 61 101 LAW 23 71 61 68 62 75 62] TRAFFIC <72 78 52 61 34 8 48 GEN'L. INVESTIGATIVE TECH. 264 66 9O 70 . 43 28 75 SPECIFIC OFFENSE INV. 45 29 43 51 20 34 33 JUVENILE 21 28 37 51 26 21 32 FIREARMS 6 11 31 17 73 8 34 MEDICAL/EMERGENCY 20 27 19 23 15 20 19 GROUP CONTROL 31 16 18 7 11 8 14 DEFENSIVE/OFFENSIVE TACTICS 0 23 21 ‘4 19 0 14 HR, PR, PCR 30 13 20 5 29 4 19 VEHICLE OPERATION 0 50 0 0 8O 0 7O BOAT/WATER SAFETY 0 0 30 48 0 0 36 SUPPORTIVE SKILLS 120 28 33 76 44 45 39 FIREHANSHIP 0 50 31 7O 76 8 62 IDENTIFICATION TECH. 92 43 33 43 33 0 43 SUPERVISORY 40 36 64 0 40 0 46 COMMAND 346 101 46 20 24 O 94 MISCELLANEOUS SKILLS 152 31 16 61 23 0 40 OTHER 60 95 133 102 72 32 97 FIGURE 4-48 MEAN HOURS OF ADDITIONAL TRAINING PER RESPONDENT WITH ADDITIONAL TRAINING -WAYNE- (Without Detroit) 171 by county except for Wayne County which is divided into Detroit and Wayne County Outside Detroit. Figure 4-49 lists the agencies providing the additional training listed by the respondents and the number of re8pondents and hours by agency. It must be pointed out that several of the agencies listed, such as the FBI and the Michigan State Police, provide instructors to training programs Sponsored or provided by other agencies and are not given credit accordingly in this figure. The best that can be said for the data is that it is relative. E. SIZE OF COMMUNITY AS A VARIABLE Another technique for grouping the data from the questionnaire is to do so on the basis of pOpulation rather than county or rank group. Groupings for two different population groups are presented here to contrast techniques and differences between communities on the basis of size of community served. Cities, villages, and townships in the 0-4,999 population group (Group 1) based on 1960 U.S. census figures were grouped together as were those in the 5,000 to 25,000 population group (Group 2). Group I is composed of 106 respondents from 17 police departments. Based on the police census there were 126 police officers for this group or a response of 842. Cities, villages, and townships in this population group account for 62 of the region's population. Group II is composed of 396 respondents from 19 police departments. Based on the police census there were 654 police officers for this group for a questionnaire response of 61%. Cities, villages, and townships in this pOpulation group account for 18% of the region's pOpulation. 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ZOHOAmm ho WHZMonmmMm 0.H. uZHZHHE SOHEQQ mam. GZHQHAVOE mé. Emu—N.H mmHozmo< m:-: mmchm Egon. ggnbma Emmam ngHHE zomHmm BH omBmQ BHZD mmzmhmm ..._H>HU mOBDD mmomm uezmzamgmmm zzo . 9838 myst MEHmmmstp meeem z0hm mnfinwwnp mom EH knowmvwo mango .oHOHm wcfiafldap on» a“ mowonomd mmmnp.hp cmcfi>onm ooqspmfimmd map LO 0>prpqomwsmoa addozs on on cocqmpqw one mohsmay mums» and made: mnfiqawhp HEOOH hn_hao>amcovxm poms OAT HondoEnom OOHHOA madam ndeEOfiz one Hmha .ano HEEEOEHDQ pfionpomncoc op aaovdo< mowaom ufionpon esp hp docfiboum maanaaap ma manad Acmscfipcoov 174 Monroe and Oakland Counties, Group II communities account for 63% and 38% of the county's population, respectively. Figure 4-50 is an outline of the region and counties, and the responding cities, townships, and villages, by population class, are plotted on the map. Figure 4-51 lists the communities from which responses were received in Group I. Figure 4-52 provides the same information for communities in Group II. Mean age, experience, years with current department, entry age, education, and college semesters completed, are listed in table form by rank group in Figures 4-53 and 4-54. Group I has no investigator of detective rank. This does not necessarily mean there are no investigative personnel, however. Some departments give the investigator a rank of "Detective Sergeant" or "Detective Lieutenant" with no subordinate investigative personnel. Such ranks would be classified for purposes of this study as supervisory or command personnel. (Note section on police census where rank groups are defined). Education Figures 4-55 and 4-56 lists the number of respondents by rank group who have completed a formal course of study and those that have some college, but no degree. Of the 106 respondents in Group I, 12 men or 10% of the respondents have completed a program of study or have at least one semester of college. For Group II, 22% of the 396 respondents indicated they had completed a program of study or had at least one semester of college. Group I respondents indicated that only two (1.8%) of the respondents had completed a course of study while Group II reported thirteen of the respondents (3.2%) had completed a college level program of study. GEOGRAPHICAL DISTRIBUTION OF THE RESPONDING 0-4,999 AND 5,000-25,000 (POPULATION) COMMUNITIES AND TOWNSHIPS 175 1_4:}.____. ,- L ”A m f.) O-L’r. 999 . 5,000—25,000 A FIGURE 4-50 176 @DQmm ZOHBmAAmm mmeq mammemMmHBzH wmomH>mmmbm QzHBHm o o :m om o o u s m s m H 111. 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E J .l. 0 I: . .l. u -.A |. .I. I. 1+ 9 I... m .4 e a S I..l I. w I. l. I. 3 4. u D. u.! u 0 u I. w 1 .O |.1. d [S 9 I: U I. 6 SSBUB O SOU A 3 3 . A 9 O E U U 3 .. J n. . m” .M .1 1. a 224 Figure 4-88 shows in table form the basic data used to plot the profile. On each of the individual profiles the scores for the various grouped factors are noted in the lower right corner of the profile sheet. The top score is the training and education deficit index. The lower left entry is the derived score for the supervisory, command, and administrative factors. The remaining score is the mean of the training subjects' scores. Immediately preceding the list of training subjects is the total number of hours of the basic training standard and the additional training standard. Interpretation of the scores or indices will vary from person to person and organization to organization. A score of 0 means that the level of attainment, quantitatively, is at or above the standard. A score of 10 means no or very little attainment for that factor. Further research is needed to attach significant meaning to points in between. CHAPTER V SUMMARY AND CONCLUSIONS I. SUMMARY OF HYPOTHESIS, METHOD AND FINDINGS The problem elected for study was one that faces many public service agency administrators and planning personnel. It is the inability to consider Eli pertinent factors at one time to permit a full consideration of all these factors in making decisions relating to the training and education function of an agency. An administrator should be able to consider the possible consequences of alternatives available to him in making a decision. The hypothesis stated was: It is feasible, for purposes of administrative decision making in a public service agency, to develop an index system to represent individual and organizational training and educational needs. It is noted that‘field acceptance of the prOposed technique would be the test of acceptance or rejection. Revisions and further testing of the prOposed index is expected; hence, the preposal of a workable technique was the single goal of this effort. The methodology for the study consisted of three major phases. The first was to study the training and educational characteristics of a region's police officers. This was accomplished by using the questionnaires from 5,708 police officers located in the six-county metropolitan Detroit area. The questionnaire was designed to obtain the training, educational, and experience backgrounds of the officers. 226 The second phase was a study of-police standards. To study the needs of an index technique required an eXploration of the ranges of standards, units of measurement, expectations of training and education by police officials, and the anticipated characteristics of training, education, and the police role in society. Standards and characteristics were studied by using three field interviews and a study of current literature in the field. The third phase was to study indices being used in other fields and attempt to devise a technique to use in the public service field. Although primary emphasis was given to the police field, an effort was made to make the technique sufficiently flexible for use in any of the public service fields. The results of the study had many dimensions. It produced one of the most reliable census' ever taken of police officers and depart- ments in the region. Secondly, it provided an in-depth study of the training, educational, service, and organizational characteristics of police agencies in the region. Third, it produced a technique designed to group several characteristics into meaningful form for assisting in the decision-making and planning processes of a department. Many "fringe" findings were noted and provided the foundation for noting areas in need of research. II. LIMITATIONS Certain limitations of the proposed technique for developing indices are worthy of noting here. The first is that limitation inherent in all indices; that is, it is at best only a relative time gauge or indicator of differences or changes between two "things" at 227 the same time or two different points in time. The effect of this limitation is to caution the use of the results of this technique as an absolute form of measurement. Another limitation is that it does not consider certain factors such as: 1. Intelligence 2. Inequality of training and education courses and programs 3. Inequality of qualifications of instructors. 4. Learning abilities of individuals vary. 5. Relative "importance" of education to training to experience. 6. Experience. 7. Learning environment. 8. Time in career when exposed to certain education or training. 9. Quality of work performance. 10. Lack of clear and standardized language in the police training and education fields. The question-What are acceptable standards, index levels, ratings, etc?- cannot be answered without additional research and field testing of the technique. As acceptable levels of work performance are defined or established, ratings of the nature developed by this effort will take on more meaning and precision. Ideally the imposition of a standard by a department insofar as that all members of the department should achieve or pass that standard. If this were the case a depart- mental rating of 0 would be achieved. On the other extreme, i.e., no achievement, the rating would be 10. Plateaus or points between these two extremes can be defined only by further research. While noting these limitations, it is important to note that as the police educators, trainers, and administrators become more skilled in their task, the impact of these limitations will decrease and the prOposed indices will gradually become more reliable and valid. Thus, it is not self-defeating to denote serious limitations to the technique 228 as it does help Spotlight some weaknesses in the field that need research. III. IMPLICATIONS The proposed technique has several implications for the field dependent on further research applying and revising the technique. The first implication is that which it holds for the statewide and regional training agencies currently deveIOping and which are attempting to establish and raise police educational and training standards and, secondly, to standardize training and education in the field. With a technique such as the one proposed here, or a revision thereof based on further field testing, a central agency should be able to require the training, educational, and service records of all officers within the agency's universe, to tabulate it, and to make decisions based on groupings aggregated at various geographical or political levels. Such a technique as the prOposed one readily lends itself to electronic data processing, hence becoming merely a mechanical problem. By using the computer and a technique such as the proposed one, many more variables can easily be programmed in to facilitate analysis of needs in terms of quantity, cost, type, location, and time. Project- ing needs to five year periods ahead should become standard procedure and would prevent unexpected problems which are currently forming in areas of high pOpulation growth such as the Detroit region. Dependency on state and federal money for police training and education is increasing at a rapid pace due to current and recent civil strife and unrest. Unfortunately, at the present time it is not known: 229 1. what training police officers of the state have, or, 2. what training is needed to correct certain situations, 3. Shich officers need the training, or, 4. how many police officers there are in the state, or, 5. what the training needs will be one year from now. Perhaps the greatest anticipated contribution of this technique is that it pinpoints areas of weakness in the individual officers' background. In reviewing the 5,708 training, education, service records of the respondents it is quite evident that the field is in dire need of training and educational counselors. This does not mean to infer that a person should be assigned to be a trainee, but rather a person trained as a guidance counselor to match the individual officer with training, education, and assignment experience which beg£_prepares the officer to meet organizational goals and personal needs and goals. It is no longer deemed apprcpriate to push everyone into a course or program merely because its available, cheap, or fashionable. Training should be individualized. Another potential implication of this technique is that it will be used to raise a presumption of competency of individual officers and departments by the courts, insurance companies, etc. It is quite conceivable to foresee insurance ratings for communities based on police department indices of competency, training, education, etc. This may be insurance against burglary, robbery, motor vehicle accidents, 1 city liability to compensate victims of criminal offenses, riot insurance, etc. 1The 74th General Assembly, State of Illinois, issued a report entitled "Report of the Commission on Compensation to Victims of Crimes of Violence" and proposed a bill to impose liability on society for criminal acts against individuals. BIBLIOGRAPHY TRAINING AND EDUCATION-—GENERAL Bennis, Warren G. Changing Organization. New York: McGraw-Hill Book Company, 1966. Chenoweth, James H. "A New Attempt at Assessing Police Candidates—- Situational Tests," Journal of Criminal Law, Criminology and Police Science, 52:232-238, July-August, 1961. Christman, Luther Parmalee. "The Selective Perceptions Resulting From Training For a Vertical Division of Labor and the Effect on Organization Cohesion." Unpublished Doctor's dissertation, Michigan State University, East Lansing, 1965. Decker, Camille E. ”Employee Training and Development: A Study of Training Operations Under the Government Employment Training Act of 1958——With Specific Reference to the Department of Navy." Unpublished Doctor's dissertation, The American University, Washington, D. C., 1963 "Education + Training + Experience Equals Certified Officers," The Police Chief, 32:43-44, May, 1965. Germann, A. C. "Law Enforcement Education and Training in the United States," The Police Chief, 24:22,24,26,28, October, 1957. Gill, Thomas. "A Case of Marginal Utility in Training," Training in Business and Industry, 2:37-38,54,58-59, May-June, 1965. Glaser, Robert. Training Research and Education. New York: John Wiley & Sons, Inc., 1962. Gourley, G. Douglas. "Police Educational Incentive Programs,” The Police Chief, 28:14-17, December, 1961. Halset, Walter G. "A Planned Program for Employee Education," Public Administration Review, 12:36-41, Winter, 1952. Herriott, W. Phil. "Training: Do You Know Your Goals?" Supervisory Management, 9:10-12, June, 1964. Jacobs, David L. "The Challenge of Training for Non-Routine Tasks," Public Personnel Review, 19:177-182, July, 1958. Jameson, Samuel Haig. "Quest for Quality Training in Police Work," Journal of Criminal Law,_Criminology and Police Science, 57:210-215, 1966. Japanese National Personnel Authority. "Annual Report, 1963." (English ed.) "Employee Training and Education in the Japanese Government." July, 1963. 232 Jennings, Eugene Emerson. "Attitude Training vs. Technique Training," Personnel Journal, 31:402-404, April, 1953. King, David. Training Within the Organization. London: Tavistock Publications, Ltd., 1964. La Fontaine, Roger. "Officers in France Get Broad Training from Police School," FBI Law Enforcement Bulletin, 30:3-7, April, 1961. Lippitt, Gordon L. and Leslie This. "Is Training a Profession?" American Society of Training Directors, 14:3-10, April, 1960. Mac Namara, Donal E. J. "Higher Police Training at the University Level," Journal of Criminal Law, Criminology and Police Science, 40:657-668, January-February, 1950. Matt, A. Robert. "Officer Continuation Training," Police, 5:6—9, September- October, 1960. McGehee, William. "Are We Using What We Know About Training? -— Learning Theory and Training," Personnel Psychology, 11:1-13, Spring, 1958. Meehan, James B. "Police Participation in the College Training of Police," Police, 8:24-27, March-April, 1964. Mei, Ko-Wang. "University Police Training in the Orient," Police, 5:05-67, September-October, 1960. Metropolitan Fund, Inc. A Propgsed Educational Program for Mid-Career Local and State Government Officials in the Metrgpolitan Detroit Region. Detroit: Metropolitan Fund, Inc., July, 1966. Murdick, Robert G. "Measuring the Profit in Industry of Training Programs," American Society of Training Directors, 14:23-29, April, 1960. Neel, Harry E. "'Ivory Tower' Attitude of Training," American Society of Training Directors, 18:44, December, 1964. Peart, John A. "Look at Your Training Objectives," American Society of Training Directors, 11:4-7, July-August, 1957. Sanyal, D. K. "Training of Labor and Welfare Personnel," Indian Journal of Social Work, 14:83-87, June, 1953. Schutz, W. C. "What Makes Groups Productive," Human Relations, 8:429-465, 1955. Shader, Robert J. "Improved Selection Reduces Training Effort," American Society of Traininngirectors, 15:50-58, May, 1961. 233 Smith, Robert G. (compiler). An Annotated Bibliography on the Determination of Training Objectives. Washington, D. C.: George Washington University, Human Resources Research Office, 1964. Task Force on the Police, The President's Commission on Law Enforcement and Administration of Justice. Task Force Rgport: The Police Washington, D. C.: United States Government Printing Office, 1967. Tickner, F. J. Modern Staff Training. London: University of London Press, Ltd., 1952. Udyamin, Kasem and Rufus D. Smith. The Public Service in Thailand: Organization,_Recruitment and Training. Brussels: IIAS, 1954. United Nations Department of Economic and Social Affairs, Public Administration Branch. Handbook of Training in the Public Service. New York: United Nations, 1966. 234 MANAGEMENT ' S ROLE Bursk, Edward C. and John F. Chapman (ed.). New Decision-Making Tools for Managgrs. Cambridge: Harvard University Press, 1963. Caldwell, Lynton K. "Measuring and Evaluating Personnel Training," Public Personnel Review, 25:97-102, April, 1964. Cassels, Louis. "Eight Steps to Better Training," Nation's Business, 49:40-41, 92-93, 90, March, 1961. Davis, Kenneth Culp. "Administrative Officers' Tort Liability," Michigan Law Review, 55:201-234, 1956. Fossett, Roy E. "Practical Problems in Rating Training and Experience," Public Personnel Review, 14:18-23, January, 1953. Haggard, Donald F. The Feasibilitygof Developing a Task Classification Structure for Ordinary Training Principles and Training Content. Springfield, Virginia: Clearinghouse for Federal Scientific and Technical Information, 1963. Hay, Edward N. and Dale Purues. "The Profile Method of High Level Job Evaluation," Personnel, 28:162-170, September, 1951. Hein, Leonard W. The Quantitative Approach to Managerial Decisions. Englewood Cliff, New Jersey: Prentice-Hall, 1967. Kemmerer, W W. "Performance Appraisal and Training," American Society of Training Directors, 16:19-23, July, 1962. Kirkpatrick, Dr. Donald. "Techniques for Evaluating Training Programs," American Society of Training Directors, Part I: 13:3-9, November, 1959; Part II: 13:21-26, December, 1959; Part III: 14:13-18, January, 1960 Part IV: 14:28-32, February, 1960. Leonard, William P. The Management Audit. Englewood Cliff, New Jersey: Prentice-Hall, 1962. Likert, Rensis "Measuring Organizational Performance," Harvard Business Review, 36:41-50, March-April, 1957. Mac Kinney, A. C. "Progressive Levels in the Evaluation of Training Programs," Personnel, 34:72-77, November, 1957. Mc Coid, Allan H. "Tort Liability of Governmental Units," Minnesota Law Review, 40:751, 1956. 0diorne, George S. "A Systems Approach to Training," American Society of Training Directors, 19:11-19, October, 1965. 235 Randall, Lyman K. "Evaluation: A Training Dilemma," American Society of Training Directors, 14:29-35, May, 1960. Smyth, Richard C. Job Evaluation and Employee Rating. New York: McGraw-Hill‘Book Company, Inc., 1946. Stokes, Paul M. Total Job Training. New York: American Management Association, Inc., 1966. Thisdell, Robert A. "Why Not Measure Training Results?" American Society of Training Directors, 13:9-12, October, 1959. Tripician, Joseph F. "Face to Face-Appraisal as a Communication Tool," Personnel, 38:76-80, July-August, 1961. Walrath, Donald C. "A Systems Approach to the Training Program," Training in Business and Industry, 2:22-24, January February, 1965. 236 DETERMINATION OF TRAINING AND EDUCATIONAL NEEDS Bellows, Roger M., M. Frances Estep, and Charles E. Scholl, Jr. "A Tool for Analyzing Training Needs: The Training Evaluation Check List," Personnel, 29:412-418, 1953. Biggane, Robert J. "How We Determined Training Needs," Personnel Journal, 29:13-16, May, 1950. Boaz, Robert 8. "How to Identify Training Needs," American Society of Training Directors, 89:23-25, March-April, 1954. Brown, Robert Simeon. "A Survey to Determine the Post-Secondary Needs of Youth and Adults in Summit County and Proposals for Meeting These Needs." Unpublished Doctor's dissertation, Ohio State University, Columbus, Ohio, 1954. Burchill, George W., Jr. "Educational Needs of Adult High School Students as Determined by Tests of Achievement." Unpublished Doctor's dissertation, Pennsylvania State University, University Park, Pennsylvania, 1959. Caldwell, Lynton K. "Determining Training Needs for Organizational Effectiveness," Personnel Administration, 26:11-19, March-April, 1963. Charman, H. R. "The Check-off List as a Training Tool," Public Personnel Review, 13:179-185, October, 1952. Cook, Benjamin D. "Comparative Analysis of the Training Needs for County Agricultural Agents in Texas." Unpublished Doctor's dissertation, University of Wisconsin, Madison, Wisconsin, 1957. Cottington, Van W. and Milton Hanson and Richard Cook. "How to Determine Training Needs," American Society of Training Directors, 12:25-30, July, 1958. Dubin, Samuel S. and H. LeRoy Marlow. The Determination and Measurement of Supervisorerraining,Needs of Hospital Personnel. Continuing Education, University Park, Pennsylvania: Pennsylvania State University, 1965. Engel, Gerald. "Sons of the Prophets; The Training Needs and Functions of the American Rabbi." Unpublished Doctor's dissertation, Columbia University, New York, New York, 1954. Flanagan, John C. and Robert K. Burns. "The Employee Performance Record: A New Appraisal and Development Tool," Harvard Business Review, 33:95-102, September-October, 1955. 237 Gilespie, David Ellis. "An Inventory of the Training Needs of Lay Religious Educators in Conservative Baptist Churches in Southern Michigan." Unpublished Doctor's dissertation, Wayne State University, Detroit, Michigan, 1960. Gordon, David E. "Appraising Training Needs-—A New Technique for Management," Personnel Journal, 44:349-353, July-August, 1965. Greig, F. W. "How to Assess Your Training Needs," Personnel, 32:24-26, August, 1966. Hallman, James A., M. Gene Newport, and Roland D. Spaniol. "Determining Training Needs," American Society of Training_Directors, 16:51-57, June, 1962. Hill, Jack C. "Undetected Employee Incompetence," American Society of Training Directors, 19:46-47, July, 1965. Jackson, B. B. and A. C. Mackinney. "Methods of Determining Training Needs," Personnel, 36:60-68, September-October, 1959. Kirkpatrick, Donald L. "Training Programs. . .A 'Tailor-Made' Approach," Personnel Administration, 11:22-24, January-February, 1966. Korb, David L. "How to Determine Supervisory Training Needs," Personnel, 32:335-352, January, 1956. Laws, Ruth Mitchell. "A Study of the In-Service Education Needs of Homemaking Teachers in Delaware." Unpublished Doctor's dissertation, New York University, New York, New York, 1956. Leavitt, Linden Gypson, Jr. "An Analysis of the Needs and Opportunity for the Continuing Liberal Education of Doctors of Medicine." Unpublished Doctor's dissertation, University of Southern California, Los Angeles, California, 1962. Lerda, Louis W. and Leslie W. Cross. "Performance-Oriented Training," American Society of Training Directors, 15:3-13, November, 1961; "Performance-Oriented Training Needs," 16:40-55, March, 1962; "Performance-Oriented Training Program Development," 16:14-23, May, 1902; "Performance-Oriented Training Program Implementation," 16:22-29, June, 1962. "Performance Oriented Training Results Measurement and Follow-up," 16:12-20, August, 1962. Luff, Andrew Charles. "An Analysis of the Functions and Training Needs of Industrial Supervisors." Unpublished Doctor's dissertation, Bradley University, Peoria, Illinois, 1955. Luntz, Lester. "Identification of Training Needs," American Society of Training Directors, 13:6-11L March, 1959. 238 Mack, John A. "Determining Community Needs for Adult Education Based Upon an Analysis of Educational Interests of 800 Adults in the Ithaca High School Area." Unpublished Doctor's dissertation, Cornell University, Ithaca, New York, 1951. Matthews, Joseph L. "A Method for Determining the Training Needs of County Agents as the Basis for Planning Training Needs." Unpublished Doctor's dissertation, University of Chicago, Chicago, Illinois, 1951. McCormick, Robert William. "An Analysis of Training Needs of County Extension Agents in Ohio." Unpublished Doctor's dissertation, University of Wisconsin, Madison, Wisconsin, 1959. Nadler, Leonard. "A Study of the Needs of Selected Training Directors in Pennsylvania Which Might be Met by Professional Educational Institutions." Unpublished Doctor's dissertation, Columbia University, New York, New York, 1962. 0diorne, George S. "Pinpoint Your Training Needs," Personnel Journal, 35:59-60, June, 1956. Osborne, Robert T. "The Preferential Training Needs Record: A Study of In-Service Education Needs of Teachers of Atlanta Area Teacher Education Service," Journal of Experimental Education, 19:272- 1951. Radcliffe, Scott B. "Supervisory School Conducted to Meet Organizational Needs," FBI Law Enforcement Bulletin, 31:13-15, March, 1963. Rogers, Howard L. "Determining Police Training Needs : In Service," Police, 6:55-61, March-April, 1962. Rosensteel, Richard King. "Training Needs of General Foremen as Perceived by Self and Subordinates." Unpublished Doctor's dissertation, Purdue University, Lafayette, Indiana, 1955. Rusmore, Jay T. "Reducing Training Costs by Employment Testing," Public Administration Review, 9:39-45, Spring, 1956. Santos, Bruno M. "Analysis of the In-Service Training Needs and Participation in In-Service Training Programs by Teachers of Agricultural Schools of the Philippines." Unpublished Doctor's dissertation, Michigan State University, East Lansing, Michigan, 1961. Scott, Mary Jane. "In-Service Educational Needs of 8 Selected Group of Homemakers Who Entered or Re-entered the Teaching of Homemaking." Unpublished Doctor's dissertation, University of Tennessee, Knoxville, Tennessee, 1960. Sterner, Frank M. "Determining Training Needs: A Method," American Society_of Training Directors, 19:42-45, September, 1965. 239 Stone, Joics B. "Personnel Standards, A Key Problem in Selection and Placement," Personnel, 33:475-481, March, 1957. Symonds, Percival M. "Needs of Teachers as Shown by Autobiographies," Journal of Educational Research, 36:662-677, 1943. Timbers, Edwin. "Defining Training Needs," American Society of Training Directors, 19:17-19, February, 1965. Traxler, Ralph N., Jr. "Training Needs Spotted by Attitude Surveys," Personnel Journal, 36:15-17, May, 1957. United States Civil Service Commission. Assessing and Reporting Training Needs and Progress. Washington, D. C.: Government Printing Office, December, 1961. United States Department of the Air Force. How to Find Traininngeeds. Washington, D.C.: Government Printing Office, 1955. United States Department of the Air Force. How to Plan to Meet Training Needs. Washington, D.C.: Government Printing Office, 1955. United States Department of Labor. How to Identify and Meet Training Needs. Washington, D.C.: United States Department of Labor, Office of Personnel Administration, 1960. United States Department of Labor, Manpower Administration. Training Needs in Correctional Institutions. Manpower Research Bulletin No. 18. Washington, D.C.: Government Printing Office, April, 1960. Vallance, Theodore R. and Meredith P. Crawford. "Identifying Training Needs and Translating Them into Research Requirements," Training Research and Education, Robert Glaser (ed.), New York: J. Wiley and Sons, 497-521, 1962. Vesper, H. G. and D. H. Etzler. "Industry Practice in Technical Personnel," Personnel, 28:251-259, November, 1951. Waite, W. Dudley. "Using Performance Records for Identifying Foreman Training Needs," American Society of Training Directors, 12:25—27, May, 1958. Weckwerth, Vernon E. Repgrt of the Inventory of Continuing Education Program and Needs. Minneapolis: Office of Continuing Hospital Education, University of Minnesota, March 31, 1965. Wood, Wendell Frederick. "Identification of Management Training Needs." Unpublished Doctor's dissertation, Purdue University, Lafayette, Indiana, 1956. Wright Air Development Center. Uses of Tack Analysis in Deriving Training and Training Equipment Reqnirements. Washington, D.C.: Government Printing Office, Wright Air Development Center, 1960. 240 INDICES Akman, Dogan D. and Andre Normandeau. A Manual for Constructing a Crime and Delinquency Index in Canada. Montreal: Centre for the Study of Criminal Statistics, Department of Criminology, University of Montreal, 1966. "The Measurement of Crime and Delinquency in Canada," The Criminal Law Quarterly (Canada), 9:323-348, March, 1967. Brenner, Berthold. "Estimating the Prevalence of Alcoholism: Toward a Modification of the Jellinek Formula," gnarterly Journal of Studies on Alcohol, 20:255-260, June, 1959. Bureau of Economic and Business Research, School of Business and Public Administration, Temple University. The Use of Financial Ratios and Other Financial Technignes and Services by Small Business. Philadelphia: Temple University, June, 1961. Chou, Ya-Lun. Applied Business and Economic Statistics. New York: Holt, Rinehart and Winston, Inc., 1963. (See: pp. 439-470) Crowe, Walter R. Index Numbers-—Theory and Applications. London: MacDonald & Evans, Ltd., 1965. Finchum, R. N. Fire Insurance Economies Through Plant Management. Washington, D.C.: Government Printing Office, 1965. Hanson, Kermit O. and George J. Brabb. Managerial Statistics. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1961. (See: pp. 114-143) Jellinek, E. M. "Estimating the Prevalence of Alcoholism: Modified values in the Jellinek Formula and an Alternative Approach," gnarterty Journal of Studies on Alcohol, 20:261-209, June, 1959. "The Interpretation of Alcohol Consumption Rates with Special Reference to Statistics of Wartime Consumption," Quarterly Journal of Studies on Alcohol, 3:267-280, September, 1942. Lewis, Ronello B. Financial Analysis for Management. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1959. Mandel, B. J. "Index Numbers and Their Uses" Statistics For Management. Baltimore, Maryland: Dangary Publishing Company, 1956. (See: pp. 304-334) Merrihue, Willard V. and Raymond A. Katzell. "ERI-—Yardstick of Employee Relations," Harvard Business Review, 33:91-99, November-December, 1955. 241 Moss, Bennett R. "Industry and Sector Price Indexes," Monthly Labor Review, 974-982, August, 1965. Nelson, Boyd L. Elements of Modern Statistics. New York: Appleton- Century-Crofts, Inc., 1961. O'Toole, A.L. "Index Numbers" Elementary Practical Statistics. New York: The Macmillan Company, 1964. (See: pp. 318-335) Seeley, John R. "Estimating the Prevalence of Alcoholism: A Critical Analysis of the Jellinek Formula," Quarterly Journal of Studies on Alcohol, 20:245-254, June, 1959. Siegel, Sidney. Nonparametric Statistics for the Behavioral Sciences. New York: McGraw-Hill Book Company, Inc., 1956. Spurr, William A., et a1. Business and Economic Statistics. Homewood, Illinois: Richard D. Irwin, Inc., 1961. Thurston, Donald Reid. "An Inventory of the Possibilities of Parole Prediction Through the Use of Five Personality Inventories." Unpublished Doctor's dissertation, Michigan State University, East Lansing, Michigan, 1955. Tucker, Spencer A. Successful Managerial Control by Ratio Analysis. New York: McGraw-Hill Book Company, Inc., 1961. United States Bureau of the Budget, Executive Office of the President. Measuring Productivity of Federal Government Organizations. Washington, D.C.: Government Printing Office, 1964. Progress in Measuring Work. Washington, D.C.: Government Printing Office, 1962. Wallis, W. Allen and Harry V. Roberts. Statistics: A New Approach. Brooklyn, New York: The Free Press, 1956. Yoder, Dale, et a1. Handbook of Personnel Management and Labor Relations. New York: McGraw-Hill Book Company, Inc., 1958. (See: Section 23.28-23.38) Yuker, Harold E. A Guide to Statistical Calculations. New York: G.P. Putnam's Sons, 1958. Zeisel, Hans. Say it With Figures. New York: Harper & Row, Publishers, 1957. Zeituogel, James R. "PACE Measures Effort Input," Navy Management Review, 38-39, February, 1962. APPENDICES APPENDIX I The following is a list of the political subdivisions in the six-county Metropolitan Detroit area. An official of each of these subdivisions was contacted by telephone between October 31 and December 21, 1966, and the data in the columns for each subdivision reflects responses from the officials as to full-time and part-time police officers, number of police personnel providing police services to townships through contractual arrangements with the county sheriff, number of auxiliary or reserve personnel, and whether any authorized police positions are currently vacant. The 1960 population based on United States Bureau of the Census reports is presented for each subdivision also. An asterisk (*) denotes responses to questionnaires from the subdivisions. 245 A. MACOMB COUNTY POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT Townships Armada 2,447 0 0 0 O 0 Bruce 3,288 0 0 0 0 0 Chesterfield 5,888 0 6 0 0 0 Clinton 25,688 0 5 0 20 0 Harrison 12,910 0 0 2 0 0 Lake 109 0 0 0 0 0 Lenox 4,750 0 O O O O Macomb 4,807 0 0 0 0 0 Ray 2,086 0 2 0 0 0 Richmond 2,856 0 0 0 0 0 *Shelby 17,114 13 4 0 0 0 Sterling1 14,622 22 o o 0 0 Washington 4,701 0 0 O 0 0 Totals 35 17 2 20 0 County Sheriff's Department 405,804 120 0 --- O 0 246 POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT Cities/ Villages Armada 1,111 2 1 0 0 0 *Romeo 3,327 11 3 0 0 0 *Center Line 10,164 18 10 O 0 0 Anchor Bay Gardens 1,830 0 0 0 0 0 *East Detroit 45,756 47 0 0 75 0 Fraser 7,027 15 2 0 0 0 Clair Haven 1,365 0 0 0 0 0 Grosse Pointe Shoresz 109 21 0 0 0 0 New Haven 1,198 1 5 0 0 0 *Memphis3 648 1 2 o o 0 *Mount Clemens 21,016 36 0 0 27 0 New Ba 1t imoreL' 2,375 5 4 o o 0 Richmond 2,667 5 9 0 O 0 Roseville 50,195 62 0 0 0 8 St. Clair Shores 76,657 79 0 0 0 5 Utica 1,454 6 3 0 0 0 *Warren 89,246 189 0 0 0 40 Totals 477 39 0 102 53 County Totals 405,804 632 56 2 122 53 247 MACOMB Sterling Township was in the process of becoming a city at the time of the census. A 1966 special census reports a population of 28,835. An integrated police and fire department located in two counties with 2,192 of the inhabitants residing in Wayne County and 109 in Macomb County. The police officers are tabulated as being in Wayne County. Located in two counties with 348 persons in St. Clair County and 048 in Macomb County; therefore, tabulated as being in Macomb County. In two counties with 2,375 persons listed as being residents of Macomb County and 784 in St. Clair County. Census of population changed to 2,404 by annexation in a joint resolution with Shelby Township filed November 14, 1962, with the Secretary of State. 248 MONROE COUNTY POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT Townships Ash 4,825 0 0 0 O 0 Bedford 14,353 0 0 1 0 0 Berlin 4,459 O 0 0 0 0 Durdeex 4,511 0 0 0 0 0 Erie 5,456 0 0 0 0 0 Exeter 2,518 0 0 0 O 0 Frenchtown 12,199 0 O 0 0 0 Ida 2,600 O O 0 O 0 LaSalle 3,672 0 0 0 0 0 London 2,422 0 O 0 0 0 Milan 2,490 O 0 0 0 0 Monroe 8,343 O 0 0 0 0 Raisinville 3,277 0 O 0 0 0 Summerfield 3,386 0 0 0 0 0 Whiteford 3,641 0 0 0 0 0 Totals 0 O 1 0 0 922222 Sheriff's Department 101,120 36 1 ------ 0 0 249 POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT Cities/ Villages Carleton 1,379 0 3 0 0 0 Lambertville 1,168 0 0 0 0 0 Temperance 2,215 0 0 0 0 0 Estral Beach 254 0 4 0 0 0 South Rockwood 1,337 0 O 0 0 0 Dundee 2,377 2 2 0 1 0 Lakewood 1,815 0 0 0 O 0 Maybee 459 0 0 0 0 0 Detroit Beachl 1,571 o 0 0 o 0 Woodland Beach2 1,944 o o o o 0 Milan3 769 5 o o 12 0 *Monroe 22,968 40 O 0 0 3 Patterson Gardens 1,747 0 0 0 0 0 South Monroe 2,919 0 0 0 0 0 Petersburg 1,018 0 3 0 O 0 Luna Pier 4 1 3 0 4 0 Totals 44 15 0 5 3 County Totals 101,120 80 16 1 5 3 250 MONROE Private police protection. Private police protection. Located in two counties with a total population of 3,616. Seven hundred sixty-nine persons are in Monroe County and 2,847 in Washtenaw County; therefore, the officers are tabulated as being in Washtenaw County. Luna Pier was not included in the 1960 U.S. Census, but was incorporated as a Home Rule City in 1963. Special census filed November 1, 1962, showing a population of 1,344. 251 OAKLAND COUNTY POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT Townships Addison 1,691 0 0 Avon 21,377 0 0 Bloomfield 22,530 26 0 Brandon 3,187 O 0 Commerce 12,012 0 0 *Farmington 26,692 23 0 Groveland 1,306 O 0 Highland 4,855 0 0 Holly 5,551 0 0 Independence 10,890 0 0 Lyon 2,880 0 0 Milford 4,323 0 O Novi 6,454 0 0 Oakland 2,469 O 0 Orion 11,844 0 0 Oxford 5,561 0 0 Pontiac 9,091 O 0 Rose 1,482 0 0 *Royal Oak 8,147 12 O Southfield 11,319 0 0 Springfield 2,664 0 0 *Waterford 47,107 25 20 252 POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT West Bloom- field 14,994 12 0 0 4 0 *White Lake 8,381 2 8 0 4 0 Totals 100 21 13 28 0 County Sheriff's Department 650,259 98 0 --- 0 0 253 POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT Cities/ Villages *Leonard 359 1 0 0 O 0 *Rochester 5,431 9 0 0 0 0 Berkley 23,275 22 0 0 15 1 *Birmingham 25,525 38 0 0 30 2 *Bloomfield Hills 2,378 16 0 O 0 0 Ortonville 771 0 3 0 0 0 *Clawson 14,795 21 0 0 20 2 Wolverine Lake 2,404 3 3 0 0 0 *Farmington 6,8811 18 0 o 21 0 Quakertown 482 O 1 0 0 0 Wood Creek Farms 684 0 0 0 0 0 Ferndale 31,347 45 0 0 0 3 *Hazel Park 25,631 35 0 0 O 2 Holly 3,269 3 0 0 0 0 Huntington Woods 8,746 14 0 0 15 O Clarkston 7692 0 4 0 0 0 Keego Harbor 2,761 4 0 0 5 0 *Lathrup 3,556 6 0 0 0 1 Madison Heights 33,343 38 O 0 0 0 *Milford 4,323 7 0 0 0 0 Northvi11e3 985 19 o 0 40 o 254 POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT Novi 6,390 9 0 0 0 0 *Oak Park 36,632 59 0 0 0 0 Lake Orion 2,698 4 6 0 0 0 *Oxford 2,357 5 5 0 2 0 *Pleasant Ridge 3,807 10 2 O 0 0 *Pontiac 82,233 121 0 0 0 0 Lake Angelus 231 1 2 0 0 0 *Royal Oak 80,612 99 0 0 0 4 *Southfield 31,501 54 0 0 0 1 *Beverly Hills 8,633 17 3 0 0 0 Bingham Farms 394 0 O 0 l 0 Franklin 2,262 1 0 0 234 0 South Lyon 1,753 4 2 O 0 0 Sylvan Lake 2,004 4 0 0 1 0 *Troy 19,382 28 0 0 5 l Walled Lake 3,550 6 O O 6 0 Orchard Lake 1,127 6 O 0 0 0 *Wixom 1,531 4 0 0 1 0 Totals 712 31 0 144 17 County Totals 650,259 912 52 13 172 17 255 OAKLAND Population changed by annexation to 7,108. Population changed by annexation to 900. Located in two counties with 985 persons in Oakland County and 2,982 persons in Wayne County for a total of 3,967. Tabulated as being in Wayne County. Twenty-three volunteer police officers work a regular schedule each month. 256 ST. CLAIR POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT Townships Berlin 1,418 Brockway 946 Burtchville 1,726 Casco 1,863 China 1,863 Clay 6,948 Clyde 1,886 Columbus 1,516 Cottrellville 1,834 East China 1,374 Emmett 1,064 Fort Gratiot 5,588 Grant 708 Greenwood 847 Ira 2,746 Kenockee 1,268 Kimball 6,266 Lynn 751 Mussey 2,402 Port Huron 7,047 Riley 1,258 St. Clair 2,416 Wales 1,649 Totals 257 POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT County Sheriff's Department 107,201 30 0 ---- 0 0 Cities/ Villages *Algonac 3,190 6 2 0 0 0 Pearl Beach 1,224 O O 0 0 0 Emmett 283 0 1 O 0 0 Sparlingville 1,877 0 0 0 0 0 Marine City 4,404 5 O 0 0 0 *Marysville 4,065 9 0 0 14 0 Memphis 1 348 2 1 o o o Capac 1,235 2 1 O 0 0 *New Ba 1t imorez 784 5 4 o 0 0 *Port Huron 36,084 49 0 O 0 O *St. Clair 4,538 5 3 0 0 0 Yale 1,621 2 0 O 12 0 Totals 80 8 0 26 0 County Totals 107,201 112 9 0 26 0 258 ST. CLAIR Located in two counties and has a total population of 996 with 348 listed in St. Clair County and 648 in Macomb tabulated as being in Macomb County. Located in two counties and has a total population of 3,159 with 784 in St. Clair County and 2,375 in Macomb County. Tabulated as being in Macomb County. 259 WASHTENAW POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT Townships Ann Arbor 3,521 0 0 O 0 0 Augusta 3,754 0 O O 0 O Bridgewater 1,002 0 0 0 0 0 Dexter 1,698 o 21 0 0 0 Freedom 1,065 0 0 0 0 0 Lima 1,400 0 0 0 0 O Lodi 1,411 0 0 0 O 0 Lyndon 1,037 0 O 0 0 0 Manchester 2,590 O 0 0 0 0 Northfield 3,279 0 42 0 0 0 Pittsfield 6,043 0 0 0 0 0 Salem 2,097 0 O 0 0 O Saline 906 0 0 O O O Scio 6,156 0 73 o 0 0 Sharon 760 O 0 O 0 0 Superior 3,600 0 0 0 O 0 Sylvan 4,401 O 0 0 O O Webster 1,286 0 0 0 0 0 York 9,853 0 0 O 0 0 Ypsilanti 25,950 0 0 O 0 0 Totals 0 13 0 0 0 260 POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT County Sheriff's Department 172,440 64 0 ---- 6O 0 Eastern Michigan University 9 04 0 O 0 Cities/ Villages *Ann Arbor 67,340 102 6 0 0 12 Chelsea 3,355 4 2 0 0 0 Manchester 1,568 0 l 0 0 0 Saline 2,334 6 O 0 0 0 Dexter 1,702 3 4 0 0 0 Milan5 2,847 5 0 0 12 0 *Ypsilanti 20,9576 38 0 0 0 2 Totals 158 13 0 12 14 County Totals 172,440 231 26 O 72 14 261 WASHTENAW Two deputy sheriffs provide police services for one shift a day for the Township. They are hired directly by the Township and paid in the same manner. Four deputy sheriffs provide one shift of police service a day for the Township and are hired and paid directly by the Township. Seven deputy sheriffs on their off-duty time provide two shifts of coverage per day seven days a week. This does not include 28 college students who are hired for 15 hours each per week for building security tasks. Located in two counties and has a combined population of 3,616 with 2,847 of these persons residing in Washtenaw County and 769 living in Monroe County. Tabulated as being in Washtenaw County. By annexation, the population was changed to 21,011. 262 WAYNE POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT Townships Brownstown 17,1911 0 2 0 0 0 Canton 5,313 0 O 0 O O *Grosse Ile 6,318 10 O 0 0 O Grosse Pointe 2,192 0 O 0 0 0 Huron 6,884 O 5 O 0 O Northville 7,673 O O 0 0 0 Plymouth 8,364 O O 0 O O Redford 71,276 45 1 0 0 O Romulus 15,233 0 4 0 0 0 Sumpter 5,972 0 6 0 0 0 Taylor 49,658 30 3 0 0 0 Van Buren 9,509 O 4 0 O 0 Totals 85 25 0 0 0 County Sheriff's Department 2,666,297 356 46 O O 0 Wayne State University 12 0 O 0 0 263 POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT Cities/ Villages *Allen Park 37,494 49 0 0 0 0 *Belleville 1,921 6 0 0 0 0 Flat Rock 4,6962 10 0 O O 0 *Gibralter 2,196 11 1 0 0 0 Rockwood 2,026 4 2 0 0 0 *Detroit 1,670,144 4,308 0 0 3,1383 548 *Ecorse 17,328 52 0 0 20 7 *Garden City 38,017 32 0 O 20 3 *Grosse Pointe 6,631 18 1 0 5 0 *Grosse Pointe Shores4 2,192 21 o o 0 0 Grosse Pointe Farms 12,172 29 0 0 0 2 *Grosse Pointe Park 15,457 30 7 0 0 0 *Grosse Pointe Woods 18,580 41 0 O 16 O *Hamtramck 34,137 74 0 O 42 10 Harper Woods 19,995 31 0 0 25 0 Highland Park 38,063 110 0 0 0 13 *Lincoln Park 53,933 63 0 0 50 l *Livonia 66,702 89 0 0 O 6 Melvindale 13,089 24 0 0 0 1 Inkster 39,0975 41 0 0 0 0 Wayne 16,0346 34 O 0 10 0 Northville7 2,982 14 0 0 40 0 Plymouth 8,766 16 0 o o 2 264 POLITICAL 1960 FULL PART CONTRACT AUXILIARY POSITIONS SUBDIVISION POPULATION TIME TIME OFFICERS RESERVES VACANT *River Rouge 18,147 44 0 O O 0 *Riverview 7,237 15 0 0 6 0 Southgate 29,404 33 0 O 22 0 Trenton 18,439 40 0 0 15 0 Westland 97,1838 33 0 0 O 0 Dearborn9 . Heights 79,809 69 0 0 0 12 *Wyandotte 43,519 56 0 O 28 O Woodhaven 956 8 0 O O 0 Totals 5,606 11 o 29910 633 County 10 Totals 2,666,297 6,019 82 0 299 633 10. 265 WAYNE Woodhaven Village incorporated in 1961 taking 6.5 square miles of Brownstown Township. A 1966 special census indicated 5,817 persons. "Emergency Police Reserves." This force cannot be used to augment the police force except in national emergency or war. Located in two counties and has a total population of 2,301 with 2,192 in Wayne County and 109 in Macomb County. A 1965 special census indicated 37,184. An annexation altered this figure to 19,071. Located in two counties and has a combined population of 3,967 with 2,982 in Wayne County and 985 in Oakland County. Incorporated as a city since 1960. Used to be Dearborn Township. Special census indicated a population of 71,551. Does not include Detroit's Emergency Police Reserve unit of 3,138 men. |||91||llllllll|l|ll APPENDIX II List of communities and townships responding to questionnaire and which were included in tabulation by county. 267 POLITICAL SUBDIVISION 1960 POPULATION RESPONSES MACOMB COUNTY Warren 89,246 123 East Detroit 45,756 41 Mt. Clemens 21,016 30 Shelby Township 17,114 12 Center Line 10,164 11 Romeo 3,327 5 Richmond 2,667 4 Memphis 996 4 Total 230 MONROE COUNTY Monroe 22,968 33 Total 33 OAKLAND COUNTY Pontiac 82,233 82 Royal Oak 80,612 73 Waterford Township 47,107 17 Oak Park 36,632 56 Southfield 31,501 46 Farmington Township 26,692 10 Hazel Park 25,631 21 268 POLITICAL SUBDIVISION 1960 POPULATION RESPONSES Birmingham 25,525 37 Troy 19,382 19 Clawson 14,795 17 Beverly Hills 8,633 12 White Lakes Township 8,381 1 Royal Oak Township 8,147 16 Farmington 6,881 15 Rochester 5,431 7 Milford 4,323 1 Pleasant Ridge 3,807 7 Lathrup Village 3,556 4 Bloomfield Hills 2,378 14 Oxford 2,357 4 Wixom 1,531 4 Leonard 359 1 Total 454 ST. CLAIR COUNTY Port Huron 36,084 48 St. Clair 4,538 5 Marysville 4,065 7 Algonac 3,190 5 New Baltimore 3,159 5 Total 71 POLITICAL SUBDIVISION Ann Arbor Ypsilanti Total 269 1960 POPULATION RESPONSES WASHTENAW COUNTY 67,340 76 20,957 29 105 Detroit Dearborn Livonia Lincoln Park Wyandotte Garden City Allen Park Hamtramck Grosse Pointe Woods River Rouge Ecorse Grosse Pointe Park Riverview Grosse Pointe Grosse Ile Township Grosse Pointe Shores Gibralter Belleville Total WAYNE COUNTY 1,670,144 4,181 112,007 106 66,702 60 53,933 52 43,519 56 38,017 34 37,494 21 34,137 68 18,580 40 18,147 43 17,328 44 15,457 29 7,237 12 6,631 18 6,318 10 2,301 15 2,196 10 1,921 6 4,805 APPENDIX III The Questionnaire SE22: 222 8835.98. £88.58: 6‘ 0.288 6‘ $288 :3 a... a? 2.3.. ‘8}.2033. U. 0. 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