Leadership Flashcards
1
Q
In 2009, it was estimated that _____% of the population were policed by agencies that practiced community policing.
A
81%
chapter 2 page 50
2
Q
Community Policing is viewed as an all/encompassing philosophy and managerial stratagem.
A
Chapter 2 page 51
3
Q
________ is viewed as a philosophy the promotes organizational strategies, which support the systematic use of partnerships and problem-solving techniques, to proactively address the immediate conditions that give rise to public safety issues such as crime, social disorder and fear of crime.
A
Community Policing
Chapter 2 page 55
4
Q
Key elements in the generic definition of community policing are 1. 2. 3. 4.
A
- development of a dynamic relationship with community partnerships
- consideration of the most urgent needs of the community
- utilization of community resources
- application of the problem solving process
Chapter 2 page 55
5
Q
_______ is the deliberate decision of police executives to create organizational change that allows officers to operate within a frame of reference of self-direction. It is the placing of authority and responsibility at the lowest levels of the organization.
A
Empowerment
Chapter 2 page 57
6
Q
How to ensure that Community Policing will have a reasonable chance to succeed:
- accept mistakes as part of the learning process
- allow all participants to act outside of the chain of command w/o fear of reprisal
- confront all efforts to undermine the program
- create flexible policies that maximize independent decision-making
- create a positive working environment
- create organizational adaptability
- endorse and get the most out of officer discretion
- enhance and support community input
- foster a positive working environment
- include every management level in all aspects of CP
- involve all levels in planning
- maximize two-way communications
- measure qualitative and quantitative impacts
- reward nontraditional duties, such as problem-solving
- share power with line personnel
- develop personnel evaluation procedures that measure the application of CP skills
A
Chapter 2 page 54
7
Q
Components of Empowerment
- creation of an atmosphere that supports the assumption of additional responsibilities
- decision-making is an operational part of the empowerment process
- maximization of officer discretion
- officers are allowed to function independently
- placing of authority and power to the lowest level
- risk taking is an acceptable component of the process
- trust governs the relationship between officers and the supervisor
A
components of empowerment
chapter 2 page 57
8
Q
Responsibilities of a First-line Supervisor in CP
- Collaborate with other agencies that can work together to solve community problems.
- Create a working culture that emphasizes service
- Depersonalize failure and judge events–not people
- Encourage officers to take risks when solving problems.
- Ensure the retention of beat integrity when problem solving
- Foster inventiveness when problem solving
- Function as a process facilitator by providing officer with support and guidance acting as a liaison, and running interference when needed.
- Monitor the creation of beat profiles to ensure they have identified critical problems.
- Motivate personnel to serve as catalysts when dealing with solving community problems
- Oversee the assessment of results
- Represent the unit within the Department
- Resolve and mediate conflict
- Use problem-solving projects in criteria used for evaluating the performance of patrol officers.
- Work with citizens to assess the results of their efforts
- Work with officers and community members to develop, implement and manage problem-solving systems.
- Work with officers and community members to create a system for the allocation and use of resources.
A
Responsibilities of First-line Supervisor in Community Policing
Chapter 2 page 60
9
Q
One way to approach problem solving in the community. S A R A
A
Scanning- Identifying the problem, there problems are defined as a group of related or recurring incidents or a particular concern in the community.
Analysis- An in-depth exploration of the problem and its underlying causes
Response- Implementing an analysis-driven strategy to address the problem, focusing on factors identified in the analysis phase.
Assessment- Ongoing review and monitoring of the progress of the response in achieving it objectives.
Chapter 2 page 68
10
Q
A problem can be defined as follows:
- A cluster of similar, related, or recurring incidents, rather than a single incident.
- A component of police business
- A person or a place
- A special event or time
- A substantive community concern
- A type of behavior
A
Chapter 2 page 69
11
Q
The objectives of the scanning process:
- Looking for problems
- Initial identification of initial problems
- Initial analysis to determine if the problem exists and whether a detailed analysis is needed.
- Prioritizing of problems and assignments of personnel
A
Chapter 2 page 69
12
Q
Methods of Identifying Problems
- Consulting officers, supervisors, detectives, mid-level mgmt. and command staff
- Consulting social services and government agencies
- Following media coverage and editorials.
- Mapping specific crimes according to TOD, proximity to certain locations and other similar factors.
- Participating in community meetings
- Reviewing police reports
- Reviewing citizen complaints and letters
- Reviewing information from neighborhood associations and non-profits (local and national)
- Routinely analyzing CFS, crime incident data, and other agency records for patterns and trends involving repeat locations, victims and offenders (6 mo to 1 yr)
- Surveying community residents, business owners, elected officials and students
A
Chapter 2 page 70
13
Q
Victim + Crime + Offender = ______________
A
Crime Triangle
Chapter 2 page 70
14
Q
Identifying stakeholders
- Agencies or individuals who have some control over offenders such as parents, relatives, friends, school officials, P&P, landlords or building managers
- Business establishments affected unfavorably by crime or disorder
- Local social and governmental agencies with jurisdiction over the problem or an interest in a facet of the problem.
- National organizations or trade association with an interest in the problem
- Neighbors, co-workers, friends and relatives of victims or anyone else who has been affected by the problem
- Victims of the problem, including organizations that represent victims
A
Chapter 2 page 71
15
Q
Three areas of concern when gathering information for analysis
- Actors involved in the problem, including victims and offenders
- Specific incidents, including the sequence of events and physical contact involved in the incident
- Responses by the community and institutional entities.
A
Chapter 2, page 72
16
Q
Checklist for Analysis of a Problem
Actors
Victim’s lifestyle, Offenders, Third Parties
Incidents
Sequence of events, Physical Contact, Social Context
Responses
Community, Institutional
A
Chapter 2 page 74
17
Q
Six potential responses to solutions to problems
- Better handling of the problem and an improved response to the problem
- Fewer incidents
- Less serious or harmful incidents
- People and institutions affected by the problem are left better equipped to handle a similar problem in the future
- Remove the problem from police consideration
- Total problem elimination.
A
Possible solution to problems
chapter 2 page 76
18
Q
Communication Process
Sender – Message – Recipient
A
Simplistic Communication Process
Chapter 3 page 91
19
Q
Communication is an exchange or information involving two more parties and all must participate. it is a process modified or constrained by such features as:
- Insufficient information will seldom produce a preferred result.
- The acceptor of the message determines the accuracy of the communication through decoding.
- The recipient of the message bc of attitudes, experiences and motivations determines whether the message is decoded in a the way intended by the sender.
A
Chapter 3 page 93
20
Q
____ is the process in which information is exchanged between individuals through a common system of symbols, signs or behaviors.
A
Communication
Chapter 3 page 91
21
Q
______ is the process where the sender of a message determines the relevancy of each message. The sender determines the importance of the information.
A
Gate Keeping
Chapter 3 page 92
22
Q
_____ is anything that reduces the accuracy of a communication.
A
Noise
Chapter 3 page 96
23
Q
One way communication is preferable when:
- Compliance is imperative
- Feedback is not wanted
- Orderliness is significant
- Speed is important
A
Chapter 3 page 98
24
Q
Advantages of two-way communication
- Acknowledgement of the importance of communicating
- Greater understanding
- Improved accuracy
- Recognition of subordinates’ need to know what is expected of them
- Sharing of authority and responsibility
A
Chapter 3 page 99
25
Barriers that Impede Effective Communication
1. Concern about jeopardizing one's status
2. Fear of being looked down upon
3. Fear of being viewed as having a limited knowledge about a subject
4. Physical Influences
5. Psychological factors
6. Physiological obstacles
7. Semantics
Barriers that Impeded Effective Communication
| Chapter 3 page 101
26
Overcoming Communication Barriers
1. Use face to face communications
2. Create a supportive relationship
3. Develop an atmosphere of mutual trust
4. Develop an awareness of each subordinate's needs
5. Maximize the use of feedback
6. Repeat communication when needed
7. Strive to be acutely aware of semantical differences
8. Use direct and simple language
Overcoming Communication Barriers
Chapter 3 page 102
27
Positive Feedback Techniques
1. Base your reaction on fact not personality
2. Be motivational
3. Be specific.
4. Contribute to knowledge.
5. Develop a personal relationship based on trust.
6. Keep the discussion issue-oriented
7. Limit feedback to that perceived to be absolutely essential.
8. Provide reinforcement
9. Select an appropriate time, place and approach to provide feedback
10. Summarize your discussion and look for indicators of agreement that indicate that your message has been received and understood.
11. Treat each officer equitably and fairly.
Positive Feedback Techniques
Chapter 3 page 106
28
Techniques that can be used for improving listening effectiveness:
1. Adjust to the sender's message
Reflect upon the content, Search for the meaning the
sender does not express, review and weigh what
has been heard, minimize distractions, minimize or
eliminate criticism, ask questions and repeat major
points of the message
2. Attempt to listen unemotionally
Do not respond to emotion-laden words, withhold
judgement, be patient, do not interrupt
3. Give undivided attention to the speaker
Maintain eye contact, show attentiveness through
body language, nod approval when it is
appropriate, make use of conversation enablers
Techniques that can be used to improving listening effectiveness
Chapter 3 page 109
29
There are 3 components of a message that contribute to the communication process.
Only 7% can be accredited to the actual words
38% to the way it was said
55% to the non verbal facets of communication
chapter 3 page 110
30
An individual send messages not only through language and words but also by tone of voice, pitch and inflection. This form of communication is called ____.
Paralanguage
chapter 3 page 110
31
______________ is used primarily to convey emotions, desires and preferences. Generally, nonverbal clues reinforce or contradict feelings that are communicated verbally. Feelings can be expressed through various types of nonverbal behavior, including facial expression-in particular, eye contact, posture and gestures.
Nonverbal communication
Chapter 3 page 110
32
Gestures are the voluntary movement of a part of the body to explain, emphasize or reinforce the verbal component of a message. It is an important part of what has been called the _______.
Silent Language
Chapter 3 page 111
33
The communication process, while different for each culture, is composed of essentially 3 components:
1
2
3
Language
Culture
Ethnicity
Chapter 3 page 116
34
_____ is personal and social space
Proxemics
Chapter 3 page 117
35
```
Beyond formally derived power, he first-line supervisor can extend power by using a number of power tools when dealing with others
1. Persuasion
2. Patience
3. Gentleness and Kindness
4. Teachable ness
5. Openness
6. Consistency
7 Integrity
```
Chapter 5 page 170
36
Coercive power is based on fear and the ability of the supervisor to administer some type of punishment
Chapter 5 page 170
37
Expert
Subordinates will respond to supervisors who possess this greater amount of knowledge, knowing that it ensures the successful completion of tasks.
Chapter 5 page 171
38
Legitimate
Written directives provide a clear-cut example of what is know as legitimate power. The directives spell out no only the responsibility of the supervisor for the subordinates' performance but also the requirement that subordinates comply with lawful orders. This power is essential for the safe and prompt performance of law enforcement operation
Chapter 5 page 171
39
Referent
| Referent is a type of power that is associated with the leader's personality. Also called charisma.
Chapter 5 page 172
40
Reward
Reward power is somewhat limited in law enforcement bc promotions are usually based on service regulations; thus the supervisor's role in the process is limited. Officers are more likely to respond to reward power when the authority of the supervisor affects operational working conditions
Chapter 5 page 172
41
Other understandings of power
There are developmental stages of power including physical, financial, knowledge, titular, charismatic, and finally willpower
Chapter 5 page 172
42
Theories of Leadership
1.
2.
3.
Behavioral
Contingency
Trait
Chapter 5 page 173
43
Behavioral Theories of Leadership
Two basic types of leadership behavior
1. Initiating structure
2. Consideration
Chapter 5 page 173
44
Behavioral Theories of Leadership
Initiating structure is defined as the leader's behavior in delineating the relationship between him/her and members of the work group endeavoring to establish well-defined patterns of organization, channels of communication and methods or procedures.
Chapter 5 page 173
45
Behavioral Theories of Leadership
Consideration is defined as behavior indicative of friendship, mutual trust, respect and warmth in the relationship between the leader and all members.
Chapter 5 page 173
46
Contingency Theories of Leadership
The contingency model of leadership hold that the leader's specific style (if it is to be effective) must match the demands of the specific situation.
Chapter 5 page 174
47
Fiedler and Assoc developed the first contingency model of leadership . This theory postulated 3 factors of major importance identified as
1. Leader's positional power
2. Structure of the task
3. Interpersonal relationship between the leader and members
Chapter 5 page 174
48
Position Power is defined as the degree to which the position itself confers upon the leader the capacity to motivate officers to accept and comply w directions
* the leader can recommend punishments and rewards
* the leader has official rank and status
* the leader is knowledgeable in terms of the position
and work of subordinates
* the leader's knowledge allows for a decision about
how a task is to be done (Fiedler)
Chapter 5 page 175
49
Task Structure is the extent to which a task is routine and structured as compared to an ambiguous and poorly defined task (Fiedler)
Chapter 5 page 175
50
Personal Relationships between subordinates and a leader can be described as a good working relationship, the leader is in a favorable position to influence behavior. This is due to the trust that has developed between them (Fiedler)
Chapter 5 Page 175
51
Two basic styles of leadership according to Fiedler
1. Task oriented - leader's satisfaction is generated by
effective task accomplishment
2. Relationship oriented - predicated on the desire to achieve personal acceptance (Fiedler)
Chapter 5 page 176
52
Trait theory of leadership identifies distinguishing qualities or characteristics a person possesses when functioning as an effective leader. The number of traits manifested by successful leaders varies considerably from a few to as many as 56.
Chapter 5 page 177
53
Supervisors deal with 5 types of skills (Hu-TACK)
1. HUman
2. Tactical
3. Affective
4. Conceptual
5. Knowledge
Chapter 5 page 178
54
Some researchers have identified 2 basic types of leadership --autocratic and democratic.
Other researchers have identified 5 styles of leadership - authoritarian, democratic, laissez-faire, bureaucratic and charismatic
Chapter 5 page 178
55
3 types of leadership behavior that can used by a supervisor to influence the behavior of line officers
1. consultative
2. directive
3. participative
Chapter 5 page 180
56
Leadership Behavior used to influence
Consultative supervisor shows concern for officers and their needs as well as organizational needs. Subordinates are allowed to participate in the decision-making process and are accepted as part of the team.
Chapter 5 page 180
57
Leadership Behavior used to influence
A directive supervisor exhibits little concern for officers and allows little or no involvement in the decision-making process. "Do as I say"
Chapter 5 page 182
58
Leadership Behavior used to influence
A Participative supervisor consults with subordinates and involves them in the decision-making process. Attitudes, values and officer feelings are viewed as important and are taken into consideration.
Chapter 5 page 184
59
4 supervisory styles
1. traditional
2. supportive
3. innovative
4. active
Chapter 5 page 186
60
Traditional supervisor is highly task oriented. Officers must produce something that can be measured. Downplays community-oriented activities.
Chapter 5 page 187
61
Supportive supervisors are less concerned with enforcing rules and regulations. Less concern for paperwork and ensuring officers perform. They encourage officers through praise and acknowledgement, counsel officers when needed and consistently demonstrate a concern for subordinates.
Chapter 5 page 187
62
Innovative Supervisors generally encourage subordinates to embrace new philosophies and methods of policing.
Chapter 5 page 187
63
Active supervisors feel a need to be actively involved alongside those supervised. This allows for an opportunity to control officer behavior while performing as a street officer and a supervisor
Chapter 5 page 187
64
The goal of ____ is to produce a desirable behavior. This can be accomplished by encouraging appropriate behavior and punishing inappropriate or unacceptable behavior.
Discipline
Chapter 10 page 359
65
Maintaining discipline is a management function that involves conditioning subordinates in order to promote
1. obedience
2. internal self-control
3. acceptance of punishment designed to curb individual deviance or professional misconduct
Chapter 10 page 359
66
_______ involves a systematic approach designed to instruct or guide employees in such a way that they become loyal, dedicated, responsible and productive members of the organization.
Positive Discipline
Chapter 10 page 360
67
According to Dale Carnegie, there are 9 ways that a Sgt can change a person's attitude without giving offense or arousing resentment:
1. begin with praise and honest appreciation
2. call attention to the other person's mistakes indirectly
3. discuss personal mistakes before criticizing others
4. ask thoughtful questions instead of giving direct orders
5. always try to let the other person save face
6. praise, whenever possible, even the slightest improvement
7. give the other person a fine reputation to live up to
8. use encouragement and make faults seem easy to correct
9. make the person happy about doing what has been suggested.
Chapter 10 page 362
68
Total Quality Management (TQM) is a technique designed to assist in developing a positive performance-oriented culture, as well as employee commitment within the work environment. TQM empowers employees to become partners in making the organization work more efficiently and effectively by removing the barriers that inhibit commitment, creativity and high-quality service
Chapter 10 page 363
69
Supervisors can almost guarantee improvement in employee performance through the use of the PRICE protocol.
P- Pinpoint: supervisors must scan the work environment continually in order to pinpoint performance problems that merit attention
R- Record: supervisors should record (and quantify) the current performance level of those who are having problems.
I- Involve: Supervisors must involve the employee(s) in determining the best way to deal with the problem, the coaching strategies to be used, how the supervisor will be monitoring progress, and the rewards or punishment to be associated with success or failure of the corrective process.
C- Coach: supervisors should implement the agreed-upon coaching strategy by observing performance and providing timely advice, continuous encouragement, positive reinforcement and retraining if necessary
E- Evaluate: Supervisors must evaluate and provide feedback on a continuous basis in order to determine whether the goals of the PRICE protocol have been achieved.
Chapter 10 page 364
70
According to CALEA the disciplinary system is to include
1. Procedures and criteria for using training as a function of discipline
2. Procedures and criteria for using counseling as a function of discipline
3. Procedures and criteria for taking punitive actions in the interest of discipline.
Chapter 10 page 364
71
_______ is based on the use of punishment rather than rewards
Negative Discipline
Chapter 10 page 365
72
It is the Sgts responsibility to
1. identify weaknesses, deficiencies, failures or overt behavior of subordinates that indicate the need for corrective action
2. analyze all relevant factors to determine the appropriate action to be taken
3. initiate and carry out the disciplinary action
4. document the case (in terms of cause, analysis, action and the appropriateness of the discipline) for subsequent review by superiors.
Chapter 10 page 366
73
Good disciplinary systems generally exhibit the following characteristics:
1. Proper assignment of personnel to jobs within the organization based on their interest, skill, utility and specialized training
2. Necessary and reasonable job-related policies, procedures, rules and regulations formulated to govern behavior in the workplace, meet employee needs and accomplish the dept's mission, goals and objectives.
3. Effective communication of information regarding expected performance and acceptable behavior to all employees, along with an explanation of the probably consequences of non compliance.
4. Continuous review, evaluation and appraisal of all personnel to assess strengths, detect weaknesses, and identify disciplinary problems that may require immediate attention
5. Consistent, fair and equitable enforcement of all policies, procedures, rules and regulations within the organization.
6. Mutually acceptable, institutionalized disciplinary procedures based on a "due process" model that is in harmony with applicable civil service regulations and negotiated collective bargaining agreements.
7. A formal appeals process designed to ensure the fairness of all disciplinary actions and to serve as check and balance on the imposition of punitive sanctions.
Chapter 10 page 368
74
Inconsistency and favoritism in disciplining subordinates will have an adverse and potentially destructive effect on employee morale and productivity.
Chapter 10 page 369
75
The imposition of disciplinary action within an organization had two distinct, yet interactive, objectives
1. to reform the individual offender
2. to deter others who may be influences by what has happened
Chapter 10 page 369
76
Keys to Effective Discipline
1. Don't be a Discipline Ostrich: First-line supervisors should not slip into a pattern of overlooking discipline problems. They have a duty to take immediate and appropriate action to correct the situation. Failure to act promptly and decisively tends to perpetuate the problem and set the stage for more debilitating interpersonal
2. Become a "Caesar's Wife": All of the Sgts behavior must be above reproach. There can absolutely be no doubt in the subordinate's mind about the Sgt's loyalty to the organization or willingness to comply with dept policies, procedures, rules and regulations.
3. Practice the "Hot Stove" Rule: Discipline (like touching a hot stove) should be immediate, based on known rules, consistent and impersonal.
4. Never Lose Control: First-line supervisors must remain calm and in control as they deal with various types of disciplinary problems.
5. Be Instructive: Whenever disciplinary action becomes necessary, the errant disruptive or deviant employee should be told why the discipline is being imposed and how it can be avoided in the future.
6. Be Firm but Fair: The Sgt must always be firm but fair in administering disciplinary action.
7. Stay Out of the Employee's Private Life: Unless the employee's personal beliefs or off-the-job behavior has a direct bearing on job performance, it should not be factored into the disciplinary process.
8. State Rules/Regulations in a Positive Manner: Effective Sgts avoid negativism and treat dept policies, procedures, rules and regulations as positive control mechanisms designed to promote order and facilitate work related to the organization's mission, goals and objectives.
9. Don't be a Disciplinary Magician: A good Sgt avoids becoming the type of person who makes rules as they go along in an effort to trap subordinates.
10. Be Precise: Because their actions are subject to both administrative and judicial review, Sgts must be precise in assessing job performance and taking formal disciplinary action.
Chapter 10 Pages 372-374
77
Hot Stove
1. The burn is immediate, with no question as to cause and effect
2. You had advance warning and you knew what would happen if you touched it
3. The discipline is consistent bc everyone who touches the hot stove is burned.
4. The discipline is impersonal in that the victim's who are burned regardless of their identity.
Chapter 10 page 375-376
78
Garrity vs New Jersey
Garrity protections applies whenever an employee is required to answer questions in an internal investigation. Under Garrity, the employer cannot use information provided by the employee in a criminal procedure against the employee. For Garrity to apply, the employee must believe that the statements they provide are compelled under threat of substantial disciplinary action or dismissal from their job.
Chapter 10 page 377
79
Firm but Fair Disciplinary Action
One way to ensure basic fairness is to ask certain questions concerning the need for discipline or negative sanctions in a particular situation. These question might include the following;
1. Is the disciplinary action based on violation of a known policy, procedure, rule or regulation?
2. What has happened to others who have knowingly violated this policy, procedure, rule or regulation?
3. What is the subordinate's record concerning this specific policy, procedure, rule or regulation?
4. Has the employee ever received a written "final warning" from the supervisor?
5. What caused the poor performance or unacceptable conduct?
6. What evidence is there that the employee intentionally or maliciously violated a dept policy, procedure, rule or regulation?
7. Are there intended disciplinary measures appropriate for use in this particular situation? The question comes down to whether the discipline to be inflicted is commensurate with the seriousness of the errant, disruptive or deviant behavior.
Chapter 10 page 378-379
80
Whether discipline is fair and firm will depend of 4 critical factors
1. The quality of personnel being recruited
2. The effectiveness of the promotion system
3. The training given to newly promoted Sgts
4. The support that first-line supervisors receive from their superiors.
Chapter 10 page 380
81
The normal sequence of punishment with progressively severe discipline action is as follows:
1. Informal Discussion: If the offense is relatively minor and the employee has not been disciplined for similar misconduct in the past, an informal, friendly discussion will often clear up the problem.
2. Oral Warning: When subordinates fail to meet prescribed performance standards and continue to violate policies, procedures, rules or regulations they must be put on "notice" that their behavior is unacceptable and that repetition will result in formal disciplinary action.
3. Written Reprimand: A formal warning issued to an errant, disruptive or deviant employee by the immediate supervisor. It is the first official step in progressive discipline.
4. Final Written Warning: The Sgt must be able to prove that progressively more-sever disciplinary action was required to correct the problem or to deter further misconduct.
5. Transfer: Transferring an officer from one unit or assignment to another within the Dept as a form of punishment.
6. Suspension: The suspension is merely a prelude to further disciplinary action in the form of a demotion or discharge.
7. Demotion: Reducing to a lower rank
8. Discharge: Discharging an employee is the most drastic form of disciplinary action and must be reserved for only the most serious offenses.
Chapter 10 page 381-383
82
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Making the Disciplinary Action Stick
Reasonable disciplinary action can be made to stick if it s fair and if first-line supervisors learn to avoid the following mistakes
1. No Clear-Cut Misconduct or Violation:
2. Inadequate Warning
3. Absence of Positive Evidence
4. Acting on Prejudice
5. Inadequate Records
6. Excessive Punishment
7. Violation of Procedural Due Process
```
Chapter 10 page 385-386
83
In order to make any disciplinary policy or procedure work effectively and remain within the legal guidelines, management and supervision must ensure that employees know
1. the expected standards of behavior
2. what sanctions will be imposed if the standard is violated.
Chapter 10 page 386
84
____________ is a claim or legal finding that an employee who purportedly voluntarily resigned from a position should be treated as though the employee was actually discharged or fired by the employer. In other words, if the employee feels compelled to resign under threat of management pursuing termination.
Constructive Discharge
Chapter 10 page 387
85
There are two situations in which an employee who resigned may obtain legal remedy against the employer
1. Was the employer attempting to avoid the legal protections due to the employee?
2. Did the employer make the working situation intolerable for the employee.
Chapter 10 page 387
