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Fhp Study Guide > Line Supervision > Flashcards

Line Supervision Flashcards

1
Q

The primary goal of the first line supervisor is to ________.( Lesson 1)

A

exemplify and accomplish the core values, mission, and goals of the organization and maintain the highest standards of professional ethics and integrity.

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2
Q

While ensuring compliance with federal, state, and local laws, departmental rules and regulations, the supervisor must maintain _______ for others. (Lesson 1 Introduction)

A

empathy and compassion

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3
Q

Maintaining healthy communication with subordinates allows a supervisor to ________. (Lesson 1 introduction)

A

impart knowledge, resolve conflict, and effectively coach.

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4
Q

Executive Management= (Lesson 1-1 Objectives)

A

Chief, Sheriff, Warden

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5
Q

Middle Management- (Lesson 1-1 Objectives)

A

Majors, Captains, Lieutenants

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6
Q

First-Line Supervisors= (Lesson 1-1 Objectives)

A

Sergeants, Corporals

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7
Q

Managers= (Lesson 1-3 Objectives)

A

primarily concerned with planning, organizing, directing, implementing, and evaluating

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8
Q

Supervisors= (Lesson 1-3 Objectives)

A

generally responsible for planning, staffing, training, assigning, and delegating

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9
Q

Managers =(Lesson 1-3)

A

Are policy makers or at least make policy recommendations to executive management based on need while supervisors carry out the agencies policies

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10
Q

Managers may develop an operational plan such as planning for security at a community event, while supervisors ______ (Objective 1-3(3)

A

direct officers in carrying out the plan

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11
Q

While roles are decidedly different, there are instances when a supervisor may also act in the capacity of a __________, such as Incident Commander, Strategic Enforcement Team Leader, or responsibility for equipment. (Objectives 1-3(4))

A

manager

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12
Q

The _____ is responsible for planning, allocating reasources, and developing junior leaders who ultimately carry out the agencies mission, goals, and directives. (Objectives 1-4(1)

A

manager

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13
Q

The _____ leads a team to accomplish the agency’s mission, goals, and objectives on a daily basis. (Objectives 1-4(2))

A

Supervisor

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14
Q

First Line- Leader maintains the ______ of the Agency. (Lesson 1Role of First Line Leader)

A

organizational or communicational structure

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15
Q

First Line Leader defines the _____ of the organization. (Lesson 1 Role of First Line Leader)

A

authority

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16
Q

The First Line Leader links the ______ of the organization. (Lesson 1 Role of First Line Leader)

A

various levels

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17
Q

The First-Line Leader enhances the ______ of the organization. (Lesson 1 Role of First Line Leader)

A

efficiency

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18
Q

_______ refers to the one-to-one reporting relationship between the subordinate and the supervisor.( Lesson 1-5A)

A

Unity of Command

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19
Q

A subordinate should only report to and take orders from only ______ supervisor. (Lesson 1-5A)

A

one

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20
Q

When a member of patrol is also a member of SWAT or another specialized unit, there is a potential for _______. (Lesson 1-5A)

A

conflict with the unity of command (Example, patrol supervisor tells member they cannot attend SWAT training due to patrol staffing)

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21
Q

______ refers to the total number of subordinates a supervisor can manage effectively as possible. (Lesson 1-5B)

A

Span of Control

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22
Q

_____ will depend on the type of oraganizational structure or hierarchy.(Lesson 1-5B)

A

Span of Control

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23
Q

______ , or those with numerous levels of command, have less direct reports for each leader. (Lesson 1-5B)

A

Tall hierarchies

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24
Q

Early Police leaders modeled their agencies after the tall hierarchy structure used in _______. (Lesson 1-5B)

A

20th century military organizations

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25
Q

_______ maximizes control and communication but is expensive to operate. (Lesson 1-5B)

A

Tall Hierarchies

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26
Q

Tall hierarchies consist of many supervisors leading small groups of people, often ________. (Lesson 1-5B)

A

1-4 people

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27
Q

_______ or those with limited levels of command, have more direct reports for each leader. (Lesson 1-5B)

A

Flat Hierarchies

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28
Q

Modern Police agencies are moving toward ______ models to better utilize more capable officers and technology. (Lesson 1-5B)

A

flat hierarchies

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29
Q

Flat Hierarchies generally consist of one supervisor leading up to _____ people.( Lesson 1-5B)

A

10

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30
Q

Influence of Effective Supervision on Management (Lesson 1-6)

A

1.Lead by Example
2.)Provide Clear Direction to Subordinates
3.) Demonstrate a Positive Attitude
4.) Achieve objects more effectively at a reduced cost
5.)Allocate and spend training dollars more wisely and control or eliminate redundancies

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31
Q

_____ are courses of action, often broad and flexible, adopted and pursued by an agency that provides guidance on the department’s philosophy on identified issues. (Lesson 1-7

A

Policies

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32
Q

______ are detailed descriptions of how officers implement a policy, including the steps taken, the task frequency, and the person(s) responsible for completing the tasks. (Lesson 1-7)

A

Procedures

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33
Q

______ are narrowly defined courses of action, or prohibited courses of action, that enhance the legal and ethical conduct of an organization’s employees. (Lesson 1-7)

A

Rules

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34
Q

________ determine the vision(direction) of the agency while First-Line leaders ensure the day-to-day operations help achieve the vision. (Lesson 1-7 A)

A

Executive Level Leaders

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35
Q

First-Line Leaders Role in Successfully Implementing Policy (Lesson 1-7B)

A

1.) Demonstrate team Spirit
2.) When possible, seeks input from subordinates on policy changes.
3.) Support the Policy
4.) Deliver messages about the policy as if the messages were that of the leader.
5.) Ensure subordinates understand the policy and have the resources needed
6.) Ensure the policy is authorized
7.) bring the concerns and recommendations for policy changes through the chain of command.

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36
Q

_____ identify what equipment, supplies, and training their subordinates need and provide this information through the chain of command in the budget process. (Lesson 1-8)

A

First- Line Leaders

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37
Q

During the last few weeks of the fiscal year, _______ should look for impactful ways to use unspent and unallocated monies. (Lesson 1-8)

A

First-Line Leaders

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38
Q

The First-Line Leader acts as an _______ when developing and delivering the agencies mission, goals, objectives, policies, procedures, and rules to officers. (Lesson 1-9)

A

Instructor

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39
Q

Generally, the _____ is responsible for ensuring needed training occurs, including field training of new personnel, in-service training for specific assignments, and mandatory retraining required by CJST to maintain certification. (Lesson 1-9)

A

First-Line Leader

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40
Q

______ acts as a coach in helping subordinates understand the agencies vision, mission, goals, and objectives. (Lesson 1-10)

A

First-Line Leader

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41
Q

_____ coaches an officer or deputy who is willing and motivated, but lacks the required maturity skills, knowledge, or ability. (Lesson 1-10_

A

First-Line Leader

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42
Q

_____ acts as a mentor when aiding a subordinate to reach their potential or specific goals through coaching, counseling, guiding, sponsoring, and imparting knowledge. (Lesson 1-10)

A

First- Line Leader

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43
Q

The first-line-leader sets an example of ______ by obeying the authority and mandates of management. (Lesson 1-11)

A

self-discipline

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44
Q

ABC of behavior= (Lesson 1-11)

A

Antecedents, Behavior, Consequences

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45
Q

Antecedents= (Lesson 1-11)

A

leaders expectations for subordinates. Non-negotiable. Subordinates do not get input. Serve as leader’s absolutes.

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46
Q

Behavior= (Lesson 1-11)

A

Up to each individual. Leaders must recognize that they cannot CONTROL the behavior of another person. The only behavior a leader can control is their own. A leader can INFLUENCE the behavior of another by establishing clear antecedents and delivering consistent consequences.

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47
Q

Consequences= (Lesson 1-11)

A

Nothing more than the result of an action. can be negative or positive.

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48
Q

A leader must deliver ______ consequences to their subordinates. (Lesson 1-11)

A

consistent

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49
Q

Eric Erikson maintained that personality develops in a predetermined order through eight stages of ______ development. (Lesson 2-2)

A

Psychosocial

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50
Q

During each stage of Erickson’s Theory, a person experiences a _______ which caused either a positive or negative outcome. (Lesson 2-2)

A

psychosocial crisis(conflict)

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51
Q

In Eriksons theory of psychosocial , psycho refers to _______ and social refers to needs of society. (Lesson 2-2)

A

needs of the individual

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52
Q

Maslow’s Hierarchy of Needs = (Lesson 2-4)

A

A hierarchy of human needs represented by 5 levels.
Lowest to Highest: Physiological, Safety, Social, esteem, and Self-Actualization

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53
Q

Maslow Hierarchy Of Needs= (Lesson 2-4)

A

Needs change over time and Lower Level needs must be satisfied before higher level needs can be satisfied.

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54
Q

Herzberg’s Motivation Hygiene Theory =(Lesson 2-4)

A

States that people have a need to avoid unpleasantness and a need for personal growth.

Satisfaction comes from motivator factors, including achievement, recognition, responsibility, nature of the work itself, advancement, and personal growth and development.

Dissatisfaction comes from the job, environment, or situation. Leaders can change dissatisfaction through various hygiene factors such as agency policies and procedures, agency administration, supervision, salary, working conditions, or interpersonal relations.

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55
Q

Organizational Commitment Theory =(Lesson 2-4)

A

Theory that consists of 4 corner stones.
1.) Voice 2.) Loyalty 3.) Neglect 4.) Exit

Voice and Loyalty exist as complimentary cornerstones and Neglect and Exit exist as complimentary cornerstones.

States that when an employee is given a voice, they will respond with loyalty to a leader and organization. When given input, employees feel their opinions matter. As a result, the trust develops loyalty.

Similarly, when leaders do not allow employee input or feedback, employees feel their opinions do not matter. Trust between employees and leaders dissipates. When employees do not feel trusted, they do the minimum to get by, there is reduced self initiated activity, When employee is no longer commited to organization, they may exit. Exit may occur by employee actually leaving or by disconnection to agency.

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56
Q

First line Leader can create an environment that helps employees self motivate by _____. (Lesson 2-5)

A

1.) Set the Example
2.) Appeal to Ethics
3.) Encourage through Personal Words.
4.) Involve employees in decision making, when appropriate.
5.) Give Commendations and public recognition when deserved.
6.) Warn with threats of disciplinary action, if necessary.
7.) assign team projects

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57
Q

Benefits of rewarding employees for job performance.= (Lesson 2-5A)

A

1.) motivate employees to a higher standard.
2.) builds confidence in an individuals abilities.
3.) build esprit de corps within the unit.
4.) improves productivity
5.) produces personal job satisfaction
6.) provides a stepping stone for career development and achievement.

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58
Q

A leader’s list of expectations to subordinates should not be longer than ______ items. (Lesson 2-5B)

A

7

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59
Q

Sender=_________ (Lesson 2-6A)

A

transmits and encodes the message

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60
Q

Channel=_______ (Lesson 2-6A)

A

how the message is transmitted

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61
Q

______ is anything that interferes with the communication process in the channel. (Lesson 2-6A)

A

Noise

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62
Q

_______ is the content of the communication. (Lesson 2-6A)

A

Message

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63
Q

______ receives and decodes the message. (Lesson 2-6A)

A

Receiver

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64
Q

______ is beneficial, but the least used part of the communication process. (Lesson 2-6A)

A

Feedback

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65
Q

Word choice ( what you say, semantics) is ______ of the message’s impact. (Lesson 2-6B)

A

7 %

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66
Q

Verbal Presentation( how you say it) is _______ of a message’s impact. (Lesson 2-6B)

A

38 %

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67
Q

Non-Verbal( body language) is ______ of a message’s impact. (Lesson 2-6B)

A

55 %

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68
Q

Emails and text messages can result in miscommunication because ______ of the messages impact is lost when the ability to see non-verbal behavior and see the verbal presentation is missing. (Lesson 2-6B)

A

93 %

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69
Q

_____ refers to the language used to achieve a desired effect on an audience. (Lesson 2-7)

A

Semantics

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70
Q

The use of the word ______ negates everything that was said in front of it. (Lesson 2-7A)

A

“but”

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71
Q

A leader can replace the word “but” with the word_____ to avoid negating positive statements. (Lesson 2-7A)

A

“and”

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72
Q

______ is a structured form of listening and responding that focuses the attention on the speaker. (Lesson 2-7B)

A

Active Listening

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73
Q

_____ is understanding and retaining what the speaker said. (Lesson 2-7B)

A

Content Listening

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74
Q

______ is understanding and evaluating the meaning of the speaker’s message on several levels, such as the logic of the argument, the strength of the evidence, the validity of the conclusions, the implications of the message for you and your organization, speaker’s intentions and motives, and the omission of any important or relevant points. (Lesson 2-7B)

A

Critical Listening

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75
Q

_____ is understanding the speaker’s feelings, needs, and wants so that you can appreciate their point of view. (Lesson 2-7B)

A

Empathetic Listening

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76
Q

How to engage in effective listening= (Lesson 2-7C)

A

Stop talking, put the speaker at ease, look and act interested, remove distractions, empathize with the speaker, be patient with the speaker, hold your temper, refrain from using sarcasm and unnecessary criticism, Ask Questions, don’t plan your response while speaker is talking.

77
Q

Active Listening Response Types = (Lesson 2-7D)

A

1.) Listening Responses

2.) Action Responses

3.) Sharing Responses

78
Q

Big 5 Personality Traits, also know as _______ and by the acronym O.C.E.A.N. (Lesson 2-8A)

A

Five Factor Model

79
Q

The acronym “O.C.E.A.N” stands for ________. (Lesson 2-8A)

A

Openness
Conscientiousness
Extroversion
Agreeableness
Neuroticism

80
Q

______ is characteristics such as imagination and insight with a broad range of interests. (Lesson 2-8A)

A

Openness

81
Q

______ are common features of this dimension that include thoughtfulness, good impulse control, goal directed behaviors, tendency toward organization, mindful to details, and a higher scholastic performance than their aptitude might suggest. In its extreme, may verge on obsessive compulsive behaviors. (Lesson 2-8A)

A

Conscientiousness

82
Q

________ is a trait that includes characteristics such as excitability, sociability, talkativeness, assertiveness, and high amounts of emotional expressiveness. (Lesson 2-8A)

A

Extroversion

83
Q

________ is a personality dimension that includes attributes such as trust, altruism, kindness, affection, and other pro-social behaviors. (Lesson 2-8A)

A

Agreeableness

84
Q

________ = individuals with this trait tend to experience emotional instability, anxiety, moodiness, irritability, and sadness. (Lesson 2-8A)

A

Neuroticism

85
Q

_____ is a need that usually motivates an individual to assume or desire a managerial , leadership, or political position. (Lesson 2-8B)

A

Power (influence)

can be misused and should be redirected to benefit the organization as a whole.

86
Q

_______ focuses on the need for warmth and friendship in work relationships. ( Lesson 2-8B)

A

Affiliation

87
Q

Without personal communication and interaction, _______ decreases. (Lesson 2-8B)

A

productivity

88
Q

______ is typically more important than managerial rewards. (Lesson 2-8B)

A

Peer Acceptance

89
Q

Carl Jung, a Swiss psychologist, theorized that people, at birth, have _______. (Lesson 2-9)

A

distinct personality differences

90
Q

The mother-daughter team of Katharine Briggs and Isabel Myers conducted additional research and validated Jung’s theory. They developed a personality instrument called __________. (Lesson 2-9)

A

Myers-Briggs Type Instrument (MBTI).

(About 2 million people take the MBTI each year.)

91
Q

Myers-Briggs Type Instrument contains four types of dichotomies that describes a person’s personality preference. Those dichotomies are________. (Lesson 2-9)

A

1.) Extroversion vs Introversion (E vs. I)
2.) Sensing vs. Intuition (S vs. N)
3.) Thinking vs. Feeling ( T vs. F)
4.) Judging vs. Perceiving (J vs. P)

92
Q

_____ is when the focus of energy and attention is in the external world. (Lesson 2-9)

A

Extraversion

93
Q

_____ is when the focus of energy and attention is in the internal world. (Lesson 2-9)

A

Introversion

94
Q

_______ is taking in and presenting information in a sequential, step-by-step manner. (Lesson 2-9)

A

Sensing

95
Q

________ is taking in and presenting information in a big picture way. (Lesson 2-9)

A

Intuition

96
Q

______ is to make decisions by stepping away from the situation; objective view. (Lesson 2-9)

A

Thinking

97
Q

______ is to make decisions by stepping into the situation; empathetic view. (Lesson 2-9)

A

Feeling

98
Q

_______ is a planned approach to meeting the deadline in a scheduled manner. (Lesson 2-9)

A

Judging

99
Q

_______ a spontaneous approach to meeting the deadline with a rush of activity. (Lesson 2-9)

A

Perceiving

100
Q

There are ______ types in the Myers-Briggs Type. (Lesson 2-9)

A

16

101
Q

Employees wellbeing results in ______ in the workplace. (Lesson 2-10)

A

effectiveness

102
Q

________ is understanding, being aware of, being sensitive to, and vicariously experiencing the feelings,
thoughts, and experience of another person (Lesson 2-11)

A

Empathy

103
Q

In our profession, we should assume the role of the __________when we need to show caring
empathy. (Lesson 2-11)

A

Compassionate Consoler

104
Q

Use the __________ in situations such as death notifications, calming a lost child,
dealing with a confused Alzheimer’s patient, interviewing a timid person, or interviewing a victim of a tragedy. (Lesson 2-11)

A

Compassionate Consoler role

105
Q

_________is an affinity, association, or relationship between persons or things wherein whatever affects one
similarly affects the other. (Lesson 2-11)

A

Sympathy

106
Q

Identify the top characteristics of leaders that people say they are most willing to follow, according to Kouzes and Posner (Lesson 3-1a)

A

1.) honest
2.) inspiring
3.) able to look forward
4.) competent

107
Q

In _______ , James Kouzes and Barry Posner highlight the differences between good and great leaders. ( Lesson 3-2)

A

The Leadership Model

108
Q

“The Leadership Model” is framed around __________. (Lesson 3-2)

A

Five exemplary leadership practices

109
Q

The five exemplary leadership practices in “The Leadership Model” are _______. (Lesson 3-2)

A

1.) Model The Way
2.) Inspire a Shared Vision
3.) Challenge the Process
4.) Enable others to Act
5.) Encourage the Heart

110
Q

In addition to the 5 exemplary leadership practices, Kouzes and Posner also identified _________. (Lesson 3-3)

A

10 Commandments of Leadership

111
Q

The 10 Commandments of Kouzes and Posner are________. (Lesson 3-3)

A

1.) Find Your voice by clarifying your values.
2.) Set the example by aligning actions with shared values.
3.) Envision the future by imagining exciting and ennobling activities.
4.) Enlist others in a common vision by appealing to shared aspirations.
5.) Search for opportunities by seeking innovative ways to change, grow, and improve.
6.) Experiment and take risks by constantly generating small wins and learn from mistakes.
7.) Foster collaboration by promoting cooperative goals and building trust.
8.) Strengthen others by sharing power and discretion.
9.) Recognize contributions by showing appreciation for individual excellence.
10.) Celebrate the values and victories by creating a spirit of community.

112
Q

The three types of leadership styles often employed in a Criminal Justice organization are ________. ( Lesson 3-4)

A

1.) Autocratic
2.) Democratic
3.) Laissez-Faire

113
Q

_______ is the authoritarian leader makes all the decisions without any input from others. (Lesson 3-4)

A

Autocratic

114
Q

______ the participatory leader allows subordinates to have input in the decision-making process when the situation permits. (Lesson 3-4)

A

Democratic

115
Q

________ the delegator or free-rein leader is hands-off and allows group members to make the decisions, placing few limitations on their actions. (Lesson 3-4)

A

Laissez-Faire

116
Q

__________often involves and relies on positional power. (Lesson 3-6)

A

Transactional leadership

117
Q

In transactional leadership, the leader is typically the ______ and input is not sought from subordinates. ( Lesson 3-6)

A

sole decision maker

118
Q

_________ comes from personal power and does not always involve a position of authority. (Lesson 3-6)

A

Transformational leadership

119
Q

In ___________ , a leader influences subordinates through mentoring, accessibility, approachability, and ease of
communication. Subordinates are encouraged to provide input and decision-making is collective and
cooperative. (lesson 3-6)

A

Transformational Leadership

120
Q

When dealing with emergency situations and crises, such as an inmate riot or barricaded suspect, leaders should use a
____________. The leader demonstrates command and control to resolve the situation. (Lesson 3-6)

A

transactional leadership style

121
Q

When dealing with chronic, long-term problems, a __________________ is more effective. The leader
demonstrates cooperation, communication, and collaboration to resolve the problem. (Lesson 3-6)

A

transformational leadership style

122
Q

____________ enables a leader to develop a strong relationship with each teammate. It is an essential part of the
coaching process. (Lesson 3-9C)

A

Routine counseling

123
Q

_______ is conducted prior to or after a specific event. (Lesson 3-9C)

A

Event Counseling

124
Q

________ reviews and records duty performance, establishes objectives and standards for the next period, focuses on the future, encourages teammates personal involvement. (Lesson 3-9C)

A

Performance Counseling

125
Q

_______ is conducted upon new assignment or promotion, plans for the accomplishments of the individual, creates an individual development plan, records a”pathway to success.” (Lesson 3-9C)

A

Professional Growth Counseling

126
Q

__________is derived by a higher level of command awarding authority. (Lesson 3-10)

A

Positional Power

127
Q

___________does not always involve a position of authority; rather, it is derived by a number of factors
which may, and should, include job knowledge, mentoring skills, accessibility, and ease of communication. (Lesson 3-10)

A

Personal Power

128
Q

____________is a component of employee selection for promotion that evaluates what the candidate has done prior to selection
to prepare for the promotion. (Lesson 3-11)

A

Planning

129
Q

The new leader should avoid the tendency to ___________ or over-supervise the routine activities of
subordinates. (lesson 3-12)

A

micromanage

(say it louder for some of those in the back………..)

130
Q

The new leader must not ___________ job responsibilities in an effort to be popular with subordinates. (Lesson 3-12)

A

compromise

131
Q

The new leader must not try to make____________ within the agency too soon and create resistance
among subordinates. (lesson 3-12)

A

too many changes

132
Q

. The new leader must not demand respect through dictatorial actions, _____________of subordinates
and management over time. (lesson 3-12)

A

but earn the respect

133
Q

__________refers to tools or techniques for planning and scheduling time, usually with the aim to increase the
effectiveness or efficiency of personnel and the organization and to achieve agency goals. (lesson 4 introduction)

A

Time management

134
Q

Stephen Covey’s “Four Generations of Time Management” = (Lesson 4-2)

A

1st Generation- uses notes and checklist; recognized demands on time.

2nd Generation- uses calendars and appointment books.

3rd Generation- focuses on values to which time and energy are allocated

4th Generation- emphasizes preserving and enhancing relationships and getting results through teamwork

135
Q

The fours “D’s” of time management according to Stephen Covey. (lesson 4-4)

A

1.) Dump- task with low importance, low urgency

2.) Delegate- task with low importance, high urgency

3.) Decide-when-to-Do- tasks with high importance, low urgency

4.) Do-it-NOW!- tasks with high importance and high urgency

136
Q

Pareto’s Principle, also known as the “20/80 Rule” = (lesson 4-6)

A

20% of your activities produces 80% of your accomplishments.

20 % of your problem employees produce 80% of your teams problems

20% of your outstanding employees account for 80% of your teams success.

137
Q

Parkinson’s Law = (Lesson 4-7)

A

Work expands to fill the amount of time allocated for its completion.

138
Q

You can mathematically estimate
the amount of time a project or task will usually take using the ___________. (Lesson 4-8)

A

Program Evaluation Review Technique (PERT)

139
Q

Time Formula= ______(Lesson 4-8)

A

Te= (To +4(Tm)+Tp)/ 6

Te= the calculated time estimate

To= the most optimistic(shortest) time within only 1% of all projects are completed.

Tp= the most pessimistic(longest) time within which 99% of all projects are completed.

Tm= the most probable time(mode)

140
Q

Goals should be S.M.A.R.T, which stands for ________. (Lesson 4-8)

A

Specific
Measurable
Attainable
Realistic
Timely

141
Q

_________ are smaller, easier to accomplish tasks that help you
achieve goals. Each one may take minutes, hours, or a few days to accomplish. (Lesson 4-8)

A

Action Steps

142
Q

__________ is the visualization and determination of a course of action toward some objective. (Lesson 5-1)

A

Planning (involves the who, what, when,where ,why and how.)

143
Q

P.O.D.S.C.O.R.B Planning Model = (lesson 5-1B)

A

Planning
Organizing
Directing
Staffing
Coordinating
Reporting
Budgeting

144
Q

__________ = this specialized method for weighing pros and cons gets a whole view of all the forces
for or against a plan so that a decision can be made which takes into account all interests. (Lesson 5-1D)

A

Force Field Analysis

145
Q

__________ is also called a fishbone diagram or Ishikawa diagram. (Lesson 5-1D)

A

Cause and Effect Diagram

146
Q

_________ is the method used to evaluate the Strengths, Weaknesses, Opportunities, and Threats
involved in setting goals and objectives for a project. (Lesson 5-1D)

A

SWOT Analysis

147
Q

_________is the proper allocation of resources and personnel to properly handle situations that might impact the daily
operations of the organization. (Lesson 5-2)

A

Staffing

148
Q

Assigning= (Lesson 5-3)

A

identifying specific personnel or groups to:
* accomplish specific tasks
* solve specific problems
* expand communication with target individuals or groups
* provide services during specific time periods or locations

149
Q

____________is a management philosophy or
organizational management tool for police departments, roughly equivalent to Total Quality Management. (Lesson 5-3A)

A

COMPSTAT (short for COMPuter STATistics or COMParative STATistics)

150
Q

__________is assigning authority and transferring a task to a subordinate. (Lesson 5-4)

A

Delegation

151
Q

___________ is a series of complex and interrelated components that can include marketing the agency,
recruiting, processing applicants, setting up interview boards and panels, administering testing and evaluation, and
establishing external and internal assessment components, such as polygraph or psychological testing, selection, benefit
administration, employee maintenance functions, and payroll verification. (Lesson 6 Introduction)

A

Human resource management

152
Q

Using the ________ to coach an employee removes the dichotomies that labels behavior as good versus bad, right
versus wrong or positive versus negative. (Lesson 6-2)

A

plus/delta method

153
Q

The_________ allows you and team member to acknowledge that the
team member did some things well and needs to improve their performance in other areas. (Lesson 6-2)

A

plus/delta method

154
Q

Hot Stove Principal of Discipline= _____ .(Lesson 6-7B)

A

is consistent—it burns every time
* is immediate—it burns right away
* does not apologize—it makes no apology for burning
* forewarns—the closer you get to the stove, the hotter it feels
* is impersonal—it does not care who it burns; rank or friendship have no bearing

155
Q

A __________ is an event that has the potential to overwhelm one’s usual coping mechanisms, resulting in psychological
distress and impairment of normal adaptive functioning. (Lesson 6-13A)

A

critical incident

156
Q

A __________ is any situation that causes an officer to experience unusually strong emotional reactions that have the
potential to interfere with their ability to function on the job, either at the time of the incident or through a delayed
reaction. (Lesson 6-13B)

A

traumatic incident

157
Q

A ________ is a civil wrong committed by a person that causes injury or harm to the property or person of the victim. (Lesson 7-2)

A

Tort

158
Q

A _________ is a violation of a duty to act with reasonable care toward others that causes a
reasonably foreseeable harm or injury. (Lesson 7-2A)

A

negligent tort

159
Q

An ________ is a willful action by a person directed towards another person that results in harm to
that person. (Lesson 7-2A)

A

intentional tort

160
Q

_________ is the legal doctrine that the state (including counties and municipalities) cannot be sued
without its consent, even for wrongful acts of its agents or employees. (Lesson 7-3)

A

Sovereign immunity

161
Q

_______________ is waived in tort actions by s. 768.28, F.S., when a personal injury, death, or property
loss was caused by the negligent or wrongful act or omission of any employee of the agency while acting
within the scope of the employee’s employment. (Lesson 7-3)

A

Sovereign immunity

162
Q

_________ is liability that a supervisor bears for the actionable conduct of a subordinate (Lesson 7-4)

A

Vicarious liability

163
Q

____________= liability an employer bears for the wrongdoing of an employee or agent if it was
committed within the scope of employment or agency (Lesson 7-4)

A

Respondeat Superior

164
Q

________= liability that results when a supervisor or instructor fails to provide adequate training to
subordinates and that failure results in injury. (Lesson 7–4)

A

Failure to Train

165
Q

_________= liability that results when an appropriate course of action, as dictated by rules, regulations,
or policies, is not followed nor enforced by a supervisor, leading to an outcome that is determined to be
harmful to another party. (Lesson 7-4)

A

Failure to Direct

166
Q

_________ = liability that results when the supervisor is responsible for a subordinate’s
performance and either withholds permission to allow the officer or deputy to meet their lawful
responsibilities or, conversely, allows behaviors and outcomes as a result of an officer or deputy’s
performance without overseeing the administration of those duties effectively, resulting in a real or
perceived harmful outcome to a party. (Lesson 7-4)

A

Failure to Supervise

167
Q

______= liability that results when employees are provided equipment or other
resources without the commensurate training and skill development to use them effectively. (Lesson 7-4)

A

Negligent entrustment

168
Q

________= liability that results when known facts, harmful to the mission of the
organization, the safety of the public, or other employees of this or other agencies are known and yet
disregarded, resulting in harm to other parties or organizations. (Lesson 7-4)

A

Deliberate Indifference

169
Q

________= liability that results when a supervisor has knowledge of an officer’s misconduct and fails
to take corrective action. (Lesson 7-4)

A

Failure to Discipline

170
Q

________ = liability that results when an organization fails to exercise due diligence in its hiring,
background investigation, psychological testing, or other legally required or responsible process, thereby
allowing the employment of unqualified or substandard employees. This can also translate to subsequent
employers if the parent agency has failed to disclose relevant information to that employee’s future
employer and their subsequent actions result in liability to the second employer. (Lesson 7-4)

A

Negligent Hiring

171
Q

________= liability that results when the organization or its leadership “knew or should have
known” that retaining an employee based on past or current behaviors, when such facts have been
substantiated, symbolizes deliberate indifference to the position of trust and authority that was granted by
the employing agency. (Lesson 7-4)

A

Negligent Retention

172
Q

_________ is unsolicited, unwelcome sexual advances, requests for sexual favors, and other verbal
or physical conduct and offensive conduct of a sexual nature.. (Lesson 7-8)

A

Sexual Harassment in the Workplace

173
Q

_________ is conduct where a supervisor, employee, or someone with the ability to affect the victim’s terms and
conditions of employment demands sexual favors in return for job security or other benefits. (Lesson 7-8A)

A

Quid pro Quo

174
Q

__________= A hostile work environment is an office culture where lewd jokes or other offensive habits are acceptable. (Lesson 7-8B)

A

Hostile work environment

175
Q

________= )—Covered employers must grant an eligible employee up to 12 workweeks
of unpaid leave during any 12-month period for any of the following reasons: the birth and care of the
newborn child of the employee, the placement with the employee of a child for adoption or foster care, the
care of an immediate family member (spouse, child, or parent) with a serious health condition, or the
employee’s serious health condition resulting in the inability to work. (Lesson 7-10B)

A

Family Medical Leave Act (FMLA)

176
Q

_________= Employers are prohibited from discriminating against a
person because of their age (40 years of age or older) with respect to any term, condition, or privilege of
employment, including hiring, firing, promotion, layoff, compensation, benefits, job assignments, and
training. (Lesson 7-10B)

A

Age Discrimination in Employment Act (ADEA)

177
Q

_________= Employers are prohibited from discriminating against pregnant women
in all areas of employment, including hiring, firing, seniority rights, job security, and receipt of fringe
benefits. (Lesson 7-10B)

A

Pregnancy Discrimination Act

178
Q

The most common area of liability against a supervisor over the last decade is ___________, which applies to any
supervisor who fails to stop or intercede in an unconstitutional act. (Lesson 7-15)

A

“failure to intervene”

179
Q

__________ are a standard of conduct based on moral duties and virtues that are derived from the principles of right and
wrong and demonstrated in how a person or organization acts or should act in relation to others. (Lesson 8-1)

A

Ethics

180
Q

________= This does not mean unethical. Non-ethical values are values that a person sees as important, but they are not
absolute rights or absolute wrongs, for example, independence, money, and good health. (Lesson 8-3)

A

Non-ethical values

181
Q

________= Things that influence the development of your core values, such as family, friends, religion, textbooks,
music, media, and prejudices. (Lesson 8-4)

A

Value System Processing

182
Q

Value Development Stages= (Lesson 8-4)

A

Age Group Value period
1-7 Imprinting
8-13 Modeling
14-20 Socialization
21 and Over Significant Emotional Event

183
Q

_______ is conduct, aims, or qualities that characterize or mark a profession. (Lesson 8-6)

A

Professionalism

184
Q

_______ is doing the right thing at the right time for the right reason. (Lesson 8-8)

A

Ethical and Professional Behavior

185
Q

________ is a situation that causes your head to hurt, your heart to ache, and your stomach to rock. (Lesson 8-9)

A

An ethical dilemma

186
Q

________ is a rigid adherence to an ethical code of conduct. (Lesson 8-11)

A

Integrity

187
Q

_________ —This test encourages the decision maker to consider the Golden Rule: “Do unto others as
you would have them do unto you.” (Lesson 8-14)

A

Golden Rule Test

188
Q

________ —This decision-making test uses three common objects to remind the decision
maker of critical issues to be considered. (Lesson 8-14)

A

Bell, Book, and Candle Test.

Bell= Listen to the warning bells.
Book= look for any laws, rules, regulations, policies that contradict or support the decision.

Candle= Consider how the decision will look in the light of public scrutiny

189
Q

_________ =A series of questions that encourage the officer to think through what they plan to do
and analyze alternative actions that can accomplish the goal. (Lesson 8-14)

A

Critical Thinking Test

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