Yes, different situations often require different leadership approaches. As a new sergeant, it would be wise to use a participatory leadership style to gain input and buy-in from experienced officers at first. This builds trust. Over time, as relationships strengthen, the style could become more directive when needed to make timely decisions. An authoritarian approach from the start risks damaging relationships and morale. Effective leaders adapt their style to fit the people and circumstances.

1. © 2012 Delmar, Cengage Learning
Section I
Management, Supervision and
Leadership: An Overview
Chapter 1
Management, Supervision
and Leadership

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Managers and Management
• Management
 Uses resources to achieve organizational goals
 Supports the development of individual responsibility
• Supervision
 Makes sure activities are effectively implemented by
those responsible for doing so
 Focuses on the daily operations of a department

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Law Enforcement Management
• A process of deciding goals and objectives
• Adopting a work plan to accomplish them
• Obtaining and wisely using resources, and
• Making decisions that result in high level of
performance and productivity

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Authority, Responsibility and Delegation
Key elements in every organization:
• Authority
 Power to enforce laws, exact obedience and command
 Legal right to get things done through others by
influencing behavior
• Responsibility
 Being answerable, liable or accountable
• Delegation
 Transferring authority, NOT “passing the buck”

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Authority, Responsibility and Delegation
• Seagull Management
Hear something is wrong…
Fly in…
Make a lot of noise…
Crap on everything, and…
Fly Away!
Coercion is their style

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Basic Management Skills and Tools
• Technical skills
 Having all the procedures necessary to be a successful officer
• Administrative skills
 Organizing, delegating and directing the work of others
• Conceptual skills
 Having the ability to problem solve and see the big picture
• People skills
 Being able to communicate, motivate, discipline and inspire

7. © 2012 Delmar, Cengage Learning
Successful Managers Have
• Clear goals – know where they are going
• A commitment to excellence – never settles
for mediocrity
• Feedback – from subordinates, citizens,
politicians, etc.
• Support - from subordinates, citizens, politicians,
etc.

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Personal Characteristics
• Consistent self-confidence
 No self doubt
 Willing to take risks
 Wallenda Effect – 1968 Karl Wallenda
• Consistent positive attitude
 Attitude vs. Aptitude
 “Whether you think you can, or think you can’t, you’re
right.” Henry Ford
 “It can be done! Perpetual optimism is a force multiplier.”
General Colin Powell

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Management Styles
Managers have varied personalities and
management styles…
• Theory X/Theory Y
• Four-System Approach
• Mature Employee Theory
• Managerial/Leadership Grid Theory
 A management style must match individual
personalities and situations.

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Theory X/Theory Y – McGregor, Douglas
Theory X ('authoritarian management' style)
• The average person dislikes work and will avoid it he/she can.
• Most people must be forced / threatened to work towards organizational objectives.
• Average person prefers to be directed; avoids responsibility; is relatively unambitious,
and wants security above all else.
Theory Y ('participative management' style)
• Effort in work is as natural as work and play.
• People will apply self-control and self-direction in the pursuit of organizational
objectives, without external control or the threat of punishment.
• Commitment to objectives is a function of rewards associated with their achievement.
• People usually accept and often seek responsibility.
• Imagination, ingenuity and creativity in solving organizational problems is widely used.
• In industry the intellectual potential of the average person is only partly utilized.

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Four-System Approach –
Rensis Likert
Exploitive authoritative system (I)
• Employees/subordinates abide by the decisions made by managers and others with a higher status in the organization.
Subordinates do not participate in the decision making. Organization's sole concern is completion of work. Fear and
threats may be used to insure completion. No teamwork.
Benevolent authoritative system (II)
• Decisions are made at the top of the organization. Motivation is through rewards rather than fear and threats. Information
may flow from subordinates to managers, but it is restricted to “what management want to hear”.
Consultative system (III)
• Subordinates are motivated by rewards and a degree of involvement in the decision-making process. Management will
constructively use subordinates' ideas and opinions. However, involvement is incomplete, and major decisions are still
made by senior management
Participative (group) system (IV)
• Management have complete confidence in their subordinates/employees. Communication is free, and subordinates are
fully involved in decision making. Employees throughout the organization feel responsible for achieving the organization's
objectives. This responsibility is motivational, especially as subordinates are offered economic rewards for achieving
organizational goals, which they have participated in setting.
System IV is considered to be the most productive and ideal in work settings. When combined with good
management and achievable goals, this system has been shown to result in more loyalty, better
production, higher motivation, and more profit than the other systems..

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Mature Employee Theory – Chris Argyris
• Org’s and individuals exist for a
purpose
• Both are interdependent:
Org’s provide jobs; people perform them
Individuals and org’s must grow and mature
together

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Managerial/Leadership Grid Theory
Dr. Robert Blake / Dr. Jane Mouton

14. © 2012 Delmar, Cengage Learning
Management Styles
• No one style is necessarily better than
another to reach your agencies
mission.
• The selected style must match
individual personalities and situations.

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Influences from the Business World
• Management by Objectives (MBO)
 Managers and subordinates set goals and track performance to
ensure objectives are met.
 “Expect to get the right things done.”
• Total Quality Management (TQM)
 W. Edwards Deming’s Theory
 Analyzing causes of product defects and correcting them
 Recording the effects of corrections on subsequent product
quality
 “Zero defects”

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W. Edwards Deming’s principles that
apply to Law Enforcement Agencies
1. Create constancy of purpose toward improvement of a product or service
2. Adopt the new philosophy.
3. Improve constantly.
4. Institute modern methods of training on the job.
5. Institute modern methods of supervision.
6. Drive out fear, so that everyone may work effectively for the company.
7. Break down barriers between departments.
8. Eliminate work standards that prescribe numerical quotas.
9. Remove barriers that stand between the hourly worker and his right of pride
of workmanship.
10. Institute a vigorous program of education and retraining.

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Avoiding Micromanaging
• Definition
 Over-supervising, oversight with excessive control
• Symptoms
 Being overly critical of subordinates
 Spending too much time overseeing simple tasks
• Solutions
 Allow honest mistakes
 Become a mentor rather than a micromanager

18. © 2012 Delmar, Cengage Learning
Leadership
• Working with and through individual groups to
accomplish organizational goals
• Generating an emotional connection between the
leader and the led
• http://youtu.be/rmurxfN-o9k

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Managers vs. Leaders
Manager Leader
Administers Innovates
Is a copy Is an original
Maintains strategies/people Develops new strategies/people
Focuses on systems and structure Focuses on people
Relies on control Inspires trust
Has a short-range view Has a long-range perspective
Asks how and when Asks what and why
Have their eyes on the bottom line Have their eyes on the horizon
Imitates Originates
Accepts the status quo Challenges it
The manager does things right The leader does the right thing

20. © 2012 Delmar, Cengage Learning
Characteristics of Leaders
• Being the boss doesn’t mean bossing.
• Leaders have self-confidence and positive
attitude.
• A true leader exhibits humility.
• Leaders respect knowledge of others regardless of
rank.
• Effective leadership requires trust
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Theories Related to Leadership
• Trait Theorists
• Michigan State and Ohio State Universities
Studies
• Situational Leadership
• Transformational Leadership

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Trait Theorists (1930 – 1950’s)
• Assume that people inherit certain qualities and
traits that make them better suited to leadership.
• Often identify particular physical, personality or
behavioral characteristics shared by leaders.
Problem with Trait Theory…
• If particular traits are key features of leadership,
then how do we explain people who possess
those qualities but are not leaders?

23. © 2012 Delmar, Cengage Learning
Michigan and Ohio State
Universities Studies (late 40’s – 50’s)
Leader Behavior Approach
• Leadership research shifted away from leader
traits to leader behaviors.
 task-oriented behavior, involves planning, organizing, and
coordinating the work of subordinates.
 Consideration involves showing concern for subordinates,
being supportive, recognizing subordinates' accomplishments,
and providing for subordinates' welfare.
 Employee orientation vs. Production orientation.

24. © 2012 Delmar, Cengage Learning
Situational Leadership
• Hersey and Blanchard (1977)
Viewed leadership as an interplay of
Amount of direction required, plus
Amount of relationship behavior provided,
AND…
Readiness level of the individual/group.

25. © 2012 Delmar, Cengage Learning
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26. © 2012 Delmar, Cengage Learning
Transformational Leadership
• States that employee’s are org’s most valuable
asset
• Focuses on empowerment (requires training,
resources and authority)
• A transformational leader:
 Sets high standards and act as role models
 Gains subordinates trust, respect and confidence
 Has vision for the future
 Questions the status quo, continuously innovative
 Energizes their people to achieve full potential

27. © 2012 Delmar, Cengage Learning
Leadership Styles http://youtu.be/cYA7eMoxUBA
• Autocratic
 Leaders inherit positions; authority is uncontested.
• Consultative, Democratic or Participative
 Management welcomes employees’ ideas and input.
• Laissez-faire
 Everything runs itself without intervention from leader.

28. © 2012 Delmar, Cengage Learning
Authoritarian Style Participatory Style
Response to incidents Problem solving
Individual effort and competitiveness Teamwork
Professional expertise Ask customers what they want
Goes by the “book”, emotional decisions Uses date based decision making
Tell subordinates Ask and listen to employees
Order giver Coach and teacher
Maintain status quo Creates, innovates, experiments
Control and watch employees Trust employees
Relies on technology rather than people Relies on skilled employees
When things go bad, blames employees Errors = failed systems, improve them
Organization is closed to outsiders Organization is open
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29. © 2012 Delmar, Cengage Learning
Leadership Training and
Development
• Dispersed leadership
 Leadership not tied to rank
 Commitment to shared goals and values
• Developing new sergeants into leaders
• Leadership training before appointment
 Participative management and team-building theory
 Motivational theory, communications, decision making

30. © 2012 Delmar, Cengage Learning
Common Leadership Errors
• Preoccupation
• Indecisiveness
• Defending decisions without full information
• Ignoring danger signs

31. © 2012 Delmar, Cengage Learning
Guidelines for Effective
Management/Leadership
• Know your work and those you manage.
• Know how to get and maintain cooperation.
• Learn as much as possible about decision making.
• Learn as much as possible about how to be a leader.
• Learn how to give praise and constructive criticism.
• Learn to think positively; create rather than destroy.
• Learn to handle bad situations as well as good ones.
• Know when to discipline and when to be authoritarian or
democratic/participatory.

32. © 2012 Delmar, Cengage Learning
Guidelines for Effective
Management/Leadership (cont.)
• Help your employees improve themselves.
• Be honest with yourself and your officers.
• Use your employees’ abilities.
• Do not oversupervise.
• Remember that you are part of management, and never
downgrade management or managers.
• Keep your perception of your leadership abilities in line with
subordinates’ perceptions.
• If you call a meeting, make it worthwhile.

33. © 2012 Delmar, Cengage Learning
Guidelines for Effective
Management/Leadership (cont.)
• Treat employees’ mistakes as a teaching responsibility, not a
punitive opportunity.
• Develop officers who differ with you, rather than clones.
• Develop officers who can compensate for your weaknesses.
The tendency is to do the opposite.
• Be consistent. Be direct. Be honest. Be fair.
• Listen. Lead by example.
• Develop people skills.
• Be a risk taker.

34. © 2012 Delmar, Cengage Learning
Management and Leadership—
A Call for Change
• Managers must pay attention to new ideas and
trends:
 Commitment to people
 Development of people-oriented workplace
 Belief that leadership can and does make a difference
• Coercion discourages creativity.
• Managers must listen to the citizens in new and
more open ways.

35. © 2012 Delmar, Cengage Learning
Classroom Discussion
Challenge One
After five years as an officer, you were recently promoted to the rank of patrol
sergeant by the new chief of the Greenfield Police Department. The chief tells
you he is expanding the authority and responsibility of sergeants and is looking
for strong leadership at the supervisor level. Many of the officers you are now
supervising, including your old partner, have considerably more experience than
you. Your old partner is a 20-year veteran and trained you as a rookie. You
consider him a mentor and a good friend. You confided in each other when you
had problems. You were a popular officer and often attended social gatherings
after your shift. You’ve declined several invitations since your promotion. Some
officers are greeting you less
cordially, and you hear talk that your promotion has changed you. Others
openly wonder why your old partner was passed by for the promotion. Your old
partner seems less friendly and sometimes questions your decisions at roll call.
He often brings up things you did in the past and openly criticizes management.

36. © 2012 Delmar, Cengage Learning
Challenge One Questions
1. The transition from officer to supervisor is difficult and sometimes
isolating. Discuss some issues that complicate the transition.
2. What should you do as a new sergeant to prove to your officers that
you haven’t changed? Should you use your new authority to
demand compliance and establish your position of authority over
your old peers?
3. What is the best style of leadership for a new sergeant?
4. Do different situations require different leadership approaches?

37. © 2012 Delmar, Cengage Learning
Some Answers…
1. The transition from officer to supervisor is difficult and
sometimes isolating. Discuss some issues that complicate the
transition.
Transferring from a position of subordinate to one of authority brings
great challenges for the individual. With the promotion comes greater
responsibility. Many supervisors do still socialize with subordinates;
however, the type of socialization and duration are limited. As a
supervisor you are responsible for many new things that you were not
responsible for as a patrol officer, and you are in a different group.
However, the biggest thing to remember is where you came from. Do
not ever become “above” others.

38. © 2012 Delmar, Cengage Learning
Some Answers…
2. What should you do as a new sergeant to prove to your officers
that you haven’t changed? Should you use your new authority to
demand compliance and establish your position of authority over
your old peers?
Just as with dealing with members of the public, you must establish
rapport with your officers. You have changed because you are now
responsible for their actions. A shift meeting away from work may be
required to have a sit down with your team and discuss your new
responsibilities and what you expect from your team.

39. © 2012 Delmar, Cengage Learning
Some Answers…
3. What is the best style of leadership for a new sergeant?
The best style is learning from others. Chose leadership styles you
have observed from other sergeants and then combine them as your
own. As a new leader you cannot come in and make changes
immediately; you need to observe from the outside then consult with
other seasoned leaders on the best approach for change. Remember,
we as humans are creatures of habit and do not openly accept change.

40. © 2012 Delmar, Cengage Learning
Some Answers…
4. Do different situations require different leadership approaches?
Yes, each situation, even though similar to other situations, is unique
because of the individual(s). You cannot approach each situation the
same because each situation may have very similar circumstances but
the individuals are different. Always remember to remain constant yet
be flexible.