CRJ220CRJ220 Assignment TemplateFor this assignment, you are

CRJ220
CRJ220 Assignment Template
For this assignment, you are asked to review Chapter 1–5 in the
textbook and the Law Enforcement Code of Ethics to reply to
the following items:
1. In at least 80 words or more, define public servant and why
public servants should be sensitive to ethical issues.
2. In at least 80 words or more, define discretion and give two
examples of a police officer using discretion.
3. In at least 100 words or more, select three codes of ethics
from Law Enforcement Code of Ethics that you find most
important.
4. In at least 100 words or more, explain why you selected each
one and describe a situation in which a police officer might
encounter each one.
5. In at least 40 words or more, describe the three types of
policing typologies, include the definition and an example for
each type.
© 2020 Strayer University. All Rights Reserved. This document
contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or
otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
Page 1 of 1
©2015 Cengage Learning. All Rights Reserved. May not be
scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
CHAPTER 6

COMMUNICATION
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Describe the five components of the communication process
modelExplain the forms of electronic communication
technologyExplain the different ways in which nonverbal
communications influence supervisory communicationIdentify
the three basic flows of formal communication in an
organizationExplain the managerial communication style grid
LEARNING OBJECTIVES
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Identify and explain how organizational, interpersonal, and
language barriers affect supervisory communicationIdentify five
specific actions supervisors can take to improve their
communicationsShow how a supervisor can use feedback to
improve communicationDefine and illustrate active listening
skills
LEARNING OBJECTIVES
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EXHIBIT 6.1 - COMMUNICATION PROCESS MODEL
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COMPONENTS INVOLVED IN THE COMMUNICATION
PROCESS MODELOriginates and sends a message
SenderWords and/or nonverbal expressions that transmit
meaning
MessagesThe means used to pass a message
Channel
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COMPONENTS INVOLVED IN THE COMMUNICATION
PROCESS MODELThe ultimate destination of the sender’s
message
ReceiverThe response that a communicator receives
FeedbackPotential barriers to effective communication in each
phase of the communication process model
Noise
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ELECTRONIC COMMUNICATION TECHNOLOGYMessages

and documents created, transmitted, and read on computer
E-mailUse of intranet or Internet technology to receive
messages in real time
Instant message (IM)Written message sent by cell phone and
that uses abbreviations
Text message (TM)Enables people to leave and hear recorded
voice messages
VoicemailEnable communication with people in different
locations simultaneousl y
Teleconferences and videoconferences
*
EXHIBIT 6.3 - E-MAIL TIPS
Sources: Marie Flatley and Kathryn Rentz, Business
Communication (New York McGraw-Hill/Irwin), 2010, pp. 30–
33; Scott Ober, contemporary Business Communication (Boston,
MA: Houghton Mifflin Company, 2009), pp. 58–92.
*
EXHIBIT 6.4 - HOW NONVERBAL COMMUNICATION
IMPACTS VERBAL COMMUNICATION

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TYPES OF NONVERBAL SIGNALSSent by placing emphasis
on certain words, pauses, or the tone of voice used
Voice signalsCommunicated by body action
Body signalsSent by facial expression
Facial signalsSent by physical objects
Object signals
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TYPES OF NONVERBAL SIGNALSSent based on physical
distance between people
Space signalsSent by time actions
Time signalsSent by body contact
Touching signals
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EXHIBIT 6.5 - FLOW OF FORMAL COMMUNICATION IN
AN ORGANIZATION
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Downward communication: Flows that originate with

supervisors and are passed down to employeesUpward
communication: Flows from lower to upper organizational
levelsLateral–diagonal communication: Flows between
individuals in the same department or different departments
FLOWS OF COMMUNICATION
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Role clarificationsPerformance feedbackPraise and
recognitionConstructive criticism and feedbackDemonstrati on
of interestRequests for information or assistance
COMMUNICATIONS EMPLOYEES LIKE TO RECEIVE FROM
THEIR SUPERVISOR
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EXHIBIT 6.7 - THE MANAGERIAL COMMUNICATION
STYLE GRID
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Separate from a formal, established communication
systemGrapevine or rumor millPurposesProvides information
not ordinarily availableReduces the effects of monotony and
satisfies personal needsKeeping employees informed is the best
way to manage informal communication

INFORMAL COMMUNICATION
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BARRIERS TO EFFECTIVE SUPERVISORY
COMMUNICATION
Organizational barriers
Interpersonal barriers
Language-related barriers
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Layers of hierarchyEach layer can add to, take from, qualify, or
completely change the original messageAuthority and statusThe
fact that one person is a boss over others creates a barrier to
free and open communicationSpecialization and its related
jargonSpecialists have their own technical language that is
foreign to people in other departments
ORGANIZATIONAL BARRIERS
*
EXHIBIT 6.8 - COMMUNICATION AND THE CHAIN OF
COMMAND

*
Differing perceptionsPerception: How one selects, organizes,
and gives meaning to his or her worldStereotyping: Tendency to
put similar things in the same categories to make them easier to
deal withLanguage-related factorsLack of a common primary
language and precisionMultiple meaningsLinguistic style
INTERPERSONAL AND LANGUAGE BARRIERS
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EXHIBIT 6.10 - LINGUISTIC STYLES OF MEN AND
WOMEN
Source: From Guffey. Business Communication 5e. © 2006
South-Western, a part of Cengage Learning, Inc. Reproduced by
permission. www.cengage.com/permissions.
*
Set the proper communication climateEstablish mutual
trustMinimize status barriersPlan for effective
communicationAnticipate situationsSelect the proper
channelInformation richness: Amount of verbal and nonverbal
information that a channel carriesConsider the receiver’s frame
of reference
IMPROVING SUPERVISORY COMMUNICATIONS

*
Reinforce key ideas through repetitionRepetition improves the
reader’s recall and reduces the chances of incorrect assumptions
being madeEncourage the use of feedbackCreate a relaxed
environmentTake the Initiative in getting responses from the
work group
*
Become a better listenerActive listening: Technique for
understanding others and encouraging open feedbackAttending
skills: Actions taken by a listener that facilitate the speaker’s
freedom of expressionReflective statement: The listener repeats,
in a summarizing way, what the speaker has just said
*
Feedback is better where there is a trusting relationship between
peopleSome people give feedback readily, but others need some
encouragementCompliment people for providing feedback to
reinforce their willingness to continue doing so
TIPS ABOUT FEEDBACK

*
When providing instructions, ask the listener if he or she has
any questionsWhen giving negative feedback, refrain from
adopting an aggressive attitudeNonverbal signals and body
language offer a wide variety of feedback
TIPS ABOUT FEEDBACK
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EXHIBIT 6.15 - TIPS FOR BETTER LISTENING
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Active listeningAttending skillsBody
signalsChannelCommunication process modelDownward
communicationE-mail
IMPORTANT TERMSFacial signalsFeedbackGrapevineInformal
communicationInformation richnessInstant message
(IM)Lateral–diagonal communication
*

MessageObject signalsPerceptionReceiverReflective
statementSenderSpace signals
IMPORTANT TERMSStereotypingText message (TM)Time
signalsTouching signalsUpward communicationVoice signals
CHAPTER 5
DELEGATING AUTHORITY AND EMPOWERING
EMPLOYEES
scanned, copied or duplicated, or posted to a publ icly accessible
*
Recognize the importance of delegationExplain what is involved
in the delegation process, including authority, responsibility,
and accountabilityUnderstand the role of authorityUnderstand
the role of power and why it is a great motivatorExplain the role
of empowerment and indicate ways to increase empowerment
LEARNING OBJECTIVES
© 2011 Cengage Learning. All Rights Reserved. May not be
*

*
Understand why some leaders are reluctant to delegate and why
employees may not welcome delegationKnow how to face
adaptive challengesIndicate ways to achieve effective
delegation and discuss the roles of various parties in achieving
effective delegationRecognize the benefits of delegation
LEARNING OBJECTIVES
scanned, copied or duplicated, or posted to a publicly accessi ble
*
*
Distributing and entrusting activities and related authority to
other people AspectsGranting authorityAssigning duties and
responsibilitiesJob descriptionsRequiring
accountabilityDecentralization - Extent to which authority is
delegated from one level or unit of the organization to another

DELEGATION OF AUTHORITY
*
*
Required for an organization to functionComes with the position
Result from delegation by a higher-level managerSourcesFormal
theory of authority: Exists because someone was granted
itAcceptance theory of authority: Originates when it has been
accepted by the group or individual over whom it is being
exercised
ROLE OF AUTHORITY
*

*
Ability to influence individuals, groups, events, and
decisionsClosely related to leadershipTypesReward power -
Arises from the number of positive rewards controlled by the
leaderCoercive power - Results from people’s perceived
expectation of punishment when they do not comply with the
leader’s orders
POWER
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*
POWER
*

*
Ability to influence individuals, groups, events, and
decisionsBest way to expand power is to share itHighly required
by effective leaders Directed toward benefit of the
organizationPower-motivated leaders make their subordinates
feel stronger
POWER
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*
EXHIBIT 5.1 - AUTHORITY-POWER COMBINATION

*
*
Granting employees authority to make key decisions within
their enlarged areas of responsibilityEmbraces the idea that
individuals closest to the work and to customers should make
the decisionsChoosing the right people is key to operating and
sustaining a culture of empowerment
EMPOWERMENT
*
*
Perception that by delegating they surrender some of their

power and authorityLack of trust in othersFeel
insecureRecognize that subordinates need more training,
coaching, and experience
WHY LEADERS FAIL TO DELEGATE
*
*
WHY EMPLOYEES MAY NOT WELCOME DELEGATION
Unclear duties and responsibilities
Fear of failure
Increased stress
*

*
Reframing: Examining the situation from multiple vantage
points to develop a holistic pictureHelps organizations and
individuals to:Change values and behaviors Identify new
approaches and strategiesLeadership training and development
Coaching and training - Help achieving successful delegation,
empowerment, and results
FACING ADAPTIVE CHALLENGES
scanned, copied or duplicated, or posted to a publicly accessibl e
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EXHIBIT 5.3 - THE EXPERIENTIAL LEARNING MODEL
scanned, copied or duplicated, or posted to a publicly acces sible
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BENEFITS OF DELEGATION
*
*
Experiential learningFormal theory of authorityJob
descriptionsPowerReframingResponsibility
IMPORTANT TERMSAccountabilityAcceptance theory of
authorityAuthorityDelegation of authorityEmpowerment

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