Leadership, Decision-making, Management, and

Administration (CRI 175)

Module 8

Management - it requires an ability to navigate numerous procedures, structural, and

interpersonal challenges in the process of guiding one's team to the completion of various
goals.

I. Fundamental Functions of Management

 Planning
- requires those in management roles to continuously check on team progress in
order to make small adjustments when necessary
- maintains a clear picture of a company's larger aims and goals

In planning, the manager:

- creates a plan to meet company goals and objectives
- allocates employee resources and delegating responsibilities
- sets realistic timelines and standards for completion

 Organizing
- manager’s organizational skills ensure a company or departmental unit runs
smoothly
- knowing which employees or teams are best suited for specific tasks
- keeping everyone and everything organized throughout daily operations

 Leading

In leading, the manager:

- should be comfortable and confident commanding their team members’ daily
tasks (also during periods of significant change or challenge)
- projects a strong sense of direction and leadership (setting goals and
communicating new processes, products and services, or internal policy)

 Controlling
- makes sure that the ultimate goals of the business are being adequately met
- makes any necessary changes when they aren't met

In controlling, the manager should consistently monitor the:

a. Employee Performance
b. Quality of Work
c. Efficiency and Reliability of Completed Projects

II. (PNP Perspective) of Planning

1. We must PRO-ACT, not just react

- solve a problem before it happens
2. Doing more with less
- Ensures efficiency (1 + 1 = 3)

3. Foundation of your work

- the plan serves as a basis or guide for what you will do

4. Help make people more productive2 9

- when people are aware and understand the plan leads them to improve
themselves

5. Reflect your competence

- your knowledge and skills will reflect on the plan you make
- good plan = good image builder

Elements of Planning

1. Goal - What do you want to attain?

2. Course of action - How would you reach your goal?
3. Implementing group - Who is tasked to do the action?
4. Resources needed - What is needed to accomplish this task?
5. Time/Duration - When would it be done?
6. Place or Environment - Where would it be done?

Planning Approaches (S-T-A-I-R)

S - Synoptic Planning
- the rational comprehensive approach
- involves tradition in planning
- most appropriate for police agencies
- based on a problem-oriented approach

T - Transactive Planning
- interaction with the people who will be affected by the plan
- surveys and interpersonal dialogues are conducted

A - Advocacy Planning
- greater sensitivity to the unintended and negative side effects of the plan.
I - Incremental Planning
- problems are seen as too difficult when they are grouped together
- easier to solve when they are taken one at a time

R - Radical Planning

- collective actions to achieve concrete results in the immediate future

Characteristics of Plans

1. Clearly defined goals or 4. Possibility of attainment

objectives 5. Provisions for standard of
2. Clarity, simplicity and directness operations
3. Flexibility 6. Economy

Module 9

Communication - the process by which information is exchanged between two or more

people.
Richard Holden said, “Communication is the lubricant for the wheels of progress; people
must talk to each other if there is to be coordination and a minimum of duplication is
scattered over numerous disciplines and fields and is often contradictory. It is in the residues
of our discovered imperfections that we are able to predict what might work. Sufficient
evidence is now before us to conclude that communication is characterized as;
 The Perception
 The Expected
 Making Demands
 Related to but different from information
 Marginal when one way

CHARACTERISTICS OF COMMUNICATION
1. Communication is Perception
 it is the recipient who communicates rather than the person who emits the message.
 communication does not occur until the receiver perceives it
 perception is a total experience as opposed to logic

2. Communication is Expectation
 they perceive what they expect to find in the message
 unexpected or unwanted data are frequently ignored or filtered in line with their
expectation
 our human mind seeks to fit incoming data into a pre-established pattern of expected
expectations

3. Communication is Deemed
 prime usage of the communication is to influence control
 it is always making demands on us to change or continue to do what we are doing,
believe it or not, or act or not to act
 usual demands are gradual or subliminal
 major demands are frequently resisted because they do not comply with the existing
patterns of expectations

4. Communication is Related to Information

 information is formal and logical
 communication is personal psychological
  communication can occur without information. Also, of interest is the difference
between effective communication

5. Two-Way is Best
 one-way communication typically fails
 it is ineffective for obvious reasons that we do not know if or how the recipient has
perceived the message
 listening is important, but not sufficient to ensure that one has communicated

BASIC ELEMENTS OF COMMUNICATION SYSTEM

1. Encoding - information must be converted into whatever form the system requires.
2. Transmission - the information must be moved from one place to another.
3. Decoding - when the information is received at the intended place and time, it must be
converted back into form that the human brain can process.
4. Feed Back - for a communication system to work properly there must be some means
for the sender of information to know that it has been accurately received.
5. Dependability - above all, the system must work properly at all times, or as close to
that ideal as any mechanical system can come.
6. Security – a related requirement is that the system must be protected from being
disrupted, whether deliberately by someone who intends to interfere with the operations, or
accidentally such as by natural phenomena.
7. Confidentiality – security is important not only to ensure that the system works but to
prevent sensitive information from falling into wrong hands.
8. Accessibility - a police communication system must be available to all the personnel
who have need of it, at the time and place where it is needed.
9. Speed - even in routine matters, personnel need to exchange information as quickly as
possible. In an emergency, communication must be immediate.
10. Easy to Use – communication system may be technologically complex and
sophisticated but they should be easy for the personnel to operate.

ELEMENTS OF THE COMMUNICATION MODEL

The communication process is simple, but it becomes complex because the information in
the message must be sent and received accurately. The communication-process model
describes how the information is sent and received.
 FEEDBACK

SENDER ENCODING CHANNEL DECODING RECEIVER

FEEDBACK

A. SENDER
 initiates the communication
 wants the receiver to know the information he possesses

B. ENCODING
 before it can be sent, the information has to be encoded into a form that can be
transmitted
 the information is put into words spoken to the receiver or may be converted into
printed text, tables, charts, or graphs given to the receiver (simple cases)
 the information is encoded into words or images that are then converted into
electronic signals sent to the receiver (complicated cases)

C. CHANNEL
 it is the medium through which the information is conveyed
 it could be aired conveying sound waves, paper conveying text and images, or wires
or magnetic fields conveying electronic signals

D. RECEIVER
 receives the information relayed by the sender
 the receiver reverses the process

E. DECODING
 recipient receives the encoded message and then decodes it
 converts the message back into information that can be understood

F. FEEDBACK
 the receiver can send feedback to the sender to indicate that the message has been
received and how it has been interpreted
 The two-person model can be generalized to the case of one person
communicating with many others.

Example:
 a person making a presentation to a roomful of people
 a manager sending an e-mail to employees
 a Facebook post to friends
 a tweet to hundreds of followers

Module 10

Decision-making
 the cognitive process resulting in the selection of a belief or a course of action among
several possible alternative options
 the process of identifying and choosing alternatives based on the values, preferences
and beliefs of the decision-maker
 every decision-making process produces a final choice, which may or may not
prompt action

“Decision-making is a conscious and human process involving both individual and social
phenomenon based upon factual and value premises which concludes with the choice of
one behavioral activity among one or more alternatives with the intention of moving towards
some desired state of affairs.” - Shull, Delberg, and Cumming
“Decision-making is a process of identifying and choosing alternative course of action in a
manner appropriate to the demand of the situation. The act of choosing implies that
alternative course of action must be weighted and weeded out.” - Kreitner

I. 5 Cs of Decision-making

1. Construct - construct a clear picture of precisely what must be done

2. Compile - compile a list of requirements that must be met
3. Collect - collect information on alternatives that meet the requirements
4. Compare - compare alternatives that meet the requirements
5. Consider - consider the “what might go wrong” factor with each alternative

II. Types of Decision

1. Organizational and Personal Decision

a. Organizational Decisions
 are those which managers undertake under certain conditions relating to organization
 sometimes taken independently and sometimes delegated to other colleagues

b. Personal Decisions
 are to be taken by the managers on their own
  others need not be consulted

2. Tactical (Routine) and Strategic (Basic) Decision

a. Tactical (Routine) Decisions

 concerned with routine and preventive problems
 neither requires collection of new data nor conferring with the people
 can be taken without much deliberation
 has short term implications
 may be complicated but are always one dimensional
 more experience and judgement

b. Strategic (Basic) Decisions

 made on the problems which are important
 requires thorough fact-finding analysis of the possible alternatives
 finding the correct problem in such decisions which is assumed to be more important
 has long term implications

3. Programmed and Non-Programmed Decisions

 Professor Herbert Simon has utilized terminology in classifying decisions

a. Programmed Decision - routine decision

b. Non-programmed Decision - strategic decision

4. Policy and Operative Decisions

a. Policy Decisions
 determines the basic policies organizations and are taken at top level management
 the policies that are decided at the top become the basis for operative decisions
 can go beyond the policy framework of the organization
 important in nature and have long term impact

b. Operative Decisions
 are less important and related with day-to-day operations of the business
 middle and lower management take these decisions since these involve actual
execution and supervision
Example: Whether to allow bonus to employee or not is a policy decision. Once it is decided
to pay bonus then making calculation of payments to be made to different employees is an
operative decision.

5. Individual and Group Decisions

 is based on the number of persons involved in decision-making

a. Individual decision
 generally, it is less important and programmed one

b. Group decision
 it is generally an important decision and relates to policy matters
 these are well discussed
 decisions are taken after a thorough discussion among persons who are assigned
this work
 the delay in taking group decisions may create difficulties

III. Factors Affecting Decision Making in an Organization

3 Major Factors

1. Perception Issues
 the way in which individuals interpret their environment.

a. The Perceiver
The types of personal characteristics that can affect an individual`s perception
include:
 background and experience
 personal values
 personal expectations
 personal interests

b. The Situation
 time, location, and other situational factors can influence our perception of an object

Example: Team Leader may notice team members who work late on the same
evenings as the Team Leader. However, team members who work late on other
evenings may not be noticed by the Team Leader.

c. The Object
 refers to any person, item or event can have an impact on the way it is perceived

Example: When a manager receives a number of reports to read, he may be more

inclined to read the one with the most colorful cover as this one stands out.

 the relation an object has to other objects can also affect the perception of the
perceiver

Example: An individual team member may be judged on the actions of the whole
team even when it is more appropriate for them to be judged on their own merits.

2. Organizational Issues (issues within the organization)

 a number of organizational issues can impact on the decision-making process

These issues include:

a. Policies and procedures

 many organizations have formalized policies and procedures which have been
developed to resolve common problems and to guide managers when making
decisions

Example: Many organizations have documented disciplinary procedures which guide

managers through a process of resolving issues with staff members.

b. Organizational Hierarchy
  refers to the management structure of the organization
 most organizations have different levels of management which carry with them
different degrees of authority
 the degree of authority directly impacts on the nature of the decisions an individual
can make

Example: A Customer Contact Center Team Leader cannot make decisions about
the overall goals of the organization. However, the Team Leader can make decisions
about how their team contributes to the achievement of the organization`s goal.

c. Organizational Politics
 the behavior displayed by the individuals and groups which is designed to influence
others.

Organizations are made up with individuals with different beliefs, values, and
interests. These differences are often the driving forces behind organizational politics

Individuals and teams will often use politics to:

 advance their careers
 advance their interests and ideas
 increase their rewards

Example: Organizations are made up with individuals with different beliefs, values,
and interests these differences are often the driving forces behind organizational
politics.

d. Environmental Issues (issues within the environment)

 are the external factors that affect the organization.

Types of external factors that can have an effect on decision-making include:

 the market in which the organization
 the economy
 government legislation
 customer`s reaction to the organization`s products and services

Module 11

Henri Fayol
 credited with the original planning-organizing-leading-controlling framework or P-O-L-
C
 P-O-L-C has changes in its contents, and yet it still remains the dominant
management framework in the world (H. Fayol, General and Industrial Management
(Paris: Institute of Electrical and Electronics Engineering, 1916)
 developed the “Principles of Management”

Principles of Management
 planning, organizing, and controlling the operations of the basic elements of people,
materials, machines, methods, money and markets
  providing direction and coordination
 giving leadership to human efforts, so as to achieve the sought objectives of the
enterprise
 often discussed or learned using P-O-L-C framework

In the law enforcement agencies, it cannot function without division of work and often
specialization. Neither they can function without maximum coordination of these generalists
and specialists. As the organization grows in size, specialization develops to meet the needs
of the community. The extent of specialization is a management decision.

I. Division of Work or Division of Labor

 the course of tasks assigned to, and completed by, a group of workers in order to
increase efficiency
 the course of tasks assigned to, and completed by, a group of workers in order to
increase efficiency
 for every one job, there can be any number of processes that must occur for the job
to be complete

a. Specialization
 occurs when the organizational structure is divided into units with specific tasks to
perform
 creates a potential for substantially increased levels of expertise, creativity, and
innovation
 enhances department`s effectiveness and efficiency

II. Authority and Responsibility

 this principle states that these two must go hand in hand
 a proper authority should be delegated to meet the responsibilities

a. Authority
 it is the supreme source of government for any particular organization. The right to
exercise, to decide, and to command by virtue of rank and position.
 is the power to give orders and get it obeyed or in other words it is the power to take
decisions.

b. Responsibility
 state of being accountable or answerable for any obligation, trust, debt or something
 obligation to complete a job assigned on time and in best way

This is an important and useful principle of management because if adequate authority is

not delegated to the employee, they cannot discharge their duties with efficiency and this in
turn will hamper the achievement of the organizational goal. Sometimes the relation between
management and employees is also badly affected by non-delegation of proper authority.
 III. Discipline
 comprises behavioral regulations and imposed by command or self-restraint to
ensure supportive behavior
 means sincerity, obedience, respect of authority & observance of rules and
regulations of the enterprise (Henry Fayol)

 subordinates should respect their superiors and obey their order

 an important requisite for smooth running of the enterprise
 required on path of subordinates but also on the part of management

Discipline can be enforced if:

 there are good superiors at all levels
 there are clear and fair agreements with workers
 sanctions or punishments are judiciously applied

IV. Unity of Command

 an employee is responsible to only one supervisor, who in turn is responsible to only
one supervisor, and so on up the organizational hierarchy
Example: Imagine you are the CEO of a technology firm in Silicon Valley. While the board of
directors of your company governs the policy making and strategic planning, under the
concept of unity of command, you do not answer to all members of the board, but only the
chairman of the board.
V. Scalar Chain

a. Fayol defines scalar chain as “The chain of superiors ranging from the
ultimate authority to the lowest.”
b. Every order, instruction, message, request, explanation etc. has to pass
through the scalar chain.
c. But, for the sake of convenience & urgency, this path can be cut shirt and
this short cut is known as Gang Plank.
d. A Gang Plank is a temporary arrangement between two different points to
facilitate quick & easy communication as explained below:

In the figure given, if D has to communicate

with G he will first send the communication
upwards with the help of C, B to A and then
downwards with the help of E and F to G which
will take quite some time and by that time, it
may not be worth therefore a gang plank has
been developed between the two.
 e. Gang Plank clarifies that management principles are not rigid rather they are
very flexible. They can be molded and modified as per the requirements of
situations.

Module 12

Organizational Behavior
 the study of human behavior in the workplace, the interaction between people and
the organization with the intent to understand and predict human behavior
 the understanding of individual, group, and organizational behavior is critical to
success as a leader or a follower, and it requires a systematic study to even begin to
grasp all of the variables that impact behavior

Organizational Culture
 determining how well a person will be satisfied with the company
 individuals in an organization having a common perception and sharing core values
 a critical determinate in the establishment of organizational policies and actions
toward a wide range of issues
 a determinate in such things as the dress code and the language used on the job,
from the establishment of a team environment to ethical standards

a. Three very important points:

 It is within organizations that the differences in behavior are observed. An
organization is a group of two or more people that shares a common goal and
meets at regular times. There are many types of organizations, ranging from
small groups to clubs to companies; however, the same principles apply to all
organizations.

 Do not rely on your intuition. Many “common sense” ideas are wrong; therefore, a
systematic study is required. A systematic study refers to well-constructed studies
that examine the many aspects of human behavior.
  Human behavior can be understood and predicted, but it often depends on the
contingencies or the situation.
b. Three key factors that define a person:

i. Personality
 is the way we characterize that person
 some have a pleasant personality while others may be abrasive
 some may be loud while others may be quiet
 we often use a series of assessments to assist in the classification of a person’s
personality
Example:
 Extroverts (outgoing) and introverts (reserved) describe how people relate to others
 Sensing or intuitive
 Thinking or feeling
 Perceiving or judging

ii. Ability

 Physical ability includes ability to perform physical activities such as

lifting, running, dexterity, stamina, etc.
 Intellectual ability means ability to perform mental activities such as
critical thinking and math.

iii. Learning
 can occur in several ways

 Classical conditioning makes learning passive.

 Operant conditioning makes learning active.

Social learning means learning through experience. Learning styles describe

the way we learn.
They include:
 Bodily-kinesthetic learning, which happens through experience (by doing)
 Visual-spatial learning, which happens when people remember what they have seen
 Verbal-linguistic learning, which happens when people remember what they hear and
say
 Logical-mathematical learning, which occurs when people reflect on concepts
KEY ELEMENTS OF ORGANIZATION BEHAVIOR

1. Individual and group

These are the factors:
 people make the internal social system of the organization
 they consist of individuals and groups (large as well as small)
 there are informal as well as formal groups
 each individual has his own physical, psychological and social, needs for which he
uses his own traits and experiences
 his work behavior is influenced not only by his biological inheritance, but also by his
interactive environment, viz. family relationships, racial background, social setup,
 religious beliefs, technological perceptions, learning and personality to shape their
work behavior
 their desires, needs, wants, attitudes and experiences shape their work behavior
 the study of these factors would help management to mold the behavior of employee
for achieving organizational objectives

2. Organizational Structure
These are the factors:
 individuals and groups operate within the structure of formal organization
 the structure establishes the relationships of people in an organization
 it leads to division of labor so that people can perform their duties to accomplish the
organizational goals
 different jobs are required to accomplish all of an organization’s activities
Example: There are managers and employees, accountants and assemblers. These
all people performing different jobs at different levels have to be related in some
structural way so that their work can be effectively coordinated.

3. Technology
 technology has a significant influence on work the work environment and working
relationships
 it provides the resources with which people work and affects the task that they
perform
 apply specialized knowledge
 the use of scientific methods and latest technology effect the behavior of individuals
and groups at work

4. Environment
 all organizations operate within an external environment
 single organization does not exist alone
 it is a part of a large system that contains many other elements, such as government,
the family and other organizations
 the external environment affects the organization through technological and scientific
 development
 economic activity social and cultural influences and government actions
 the changes in environmental conditions may compel the management to bring
changes in the internal organizational relationships

THEORIES OF MOTIVATION
1. Maslow's needs hierarchy
 when a need at one level is essentially satisfied and is no longer a driving force, that
need loses its strength and the next level need is activated

Human needs fall into five groups:

 physiological
 safety
 social and love
 esteem and ego
 self-actualization
2. Alderfer's ERG model
 takes Maslow's five levels of needs and compresses them into three interactive
needs
 this more contemporary model shows multiple needs being active at the same time,
and this model is supported by research
 this theory demonstrates that the individual worker is very complex and has multiple
needs all interacting at the same time
 that makes the manager's task much more challenging

3. Herzberg's motivation—hygiene theory

 divides job factors into satisfiers and dissatisfiers
 the satisfiers are the motivators, and the dissatisfiers are the maintenance or hygiene
factors
 the problem we find in business and industry today is when management attempts to
motivate through the use of the hygiene factors, which may not be successful
 management will try to motivate with policies, procedures, and pay increases, and,
as noted by Herzberg's model
 this only prevents dissatisfaction for a short period of time
 it does not motivate

4. McGregor's Theory X and Theory Y

 looks at motivation from the manager's perspective
 the manager with the Theory X perspective believes people are inherently lazy and
will try to avoid work, therefore requiring a very assertive and directive form of
management
 the manager with the Theory Y perspective believes people enjoy work as much as
play and will seek responsibility
 those with the Theory Y perspective will use a more participative and self-controlled
style of management for motivation

5. McClelland's needs theory

 explains that certain needs that people strive to satisfy are acquired from the culture
 his research centers around three needs of particular significance in understanding
managers and workers: need of achievement, need for power, and need for affiliation
 the need for power is the primary motivator of successful managers

6. Goal-setting theory
 is an important part of all major theories of motivation
 goals that are more specific and difficult but achievable will result in higher
performance than easy goals
 goals that are participatively set are accepted by the workers, provide some sort of
feedback provision and reward, and are more effective in motivating the worker

7. Equity theory
 explains how people are motivated by fairness
 a person will make a determination of equity by evaluating all of the inputs and
outputs of a situation
 if the person perceives the situation to be unfair, he or she may use a variety of ways
to find equity in the situation
 8. Reinforcement theory
 the consequences of an action (rewards and punishments) determine a person's
motivation for engaging in certain behaviors
 people learn to repeat behaviors that bring them pleasurable outcomes and learn to
avoid behaviors that lead to uncomfortable outcomes

9. Expectancy theory
 is based on the idea that motivation results from deliberate choices to engage in
certain activities in order to achieve worthwhile outcomes
 the expectancy theory model is based on effort-to-performance expectancies,
performance-to-reward expectancies, and reward-to-need satisfaction expectancies.

c. Group behavior

2 Kinds of Groups

1. Informal Groups
2. Formal Groups - are defined by the organizational structure and can be either
command groups based on the organizational chart or task groups formed to
complete a project

Reasons why people join groups:

 security, status,
 power, goal achievement, and
 organizational culture

The process of group development is based on five stages:

 Forming is realizing that people will be working together in a group.
 Storming is the conflict that occurs in building a group.
 Norming is setting the acceptable standards of behavior.
 Performing is doing the task.
 Adjourning is ending the group.

A time-based model of group development is the punctuated equilibrium model, which is

based on improving performance over time—from the first meeting to the transition period to
the completion.

There are three types of teams:

 Problem-solving teams that focus on solving problems
 Cross functional teams that include workers from different areas that focus on a
task
 Self-managed teams that manage a process

Ten issues are important to team organization and success:

 size  authority
 team skills  geography
  goals  reward systems
 timing  group decision making
 leadership  trust

Three problems with using teams are:

 Group think (desire to get a consensus)
 Group shift (lack of individual responsibility)
 Escalation of commitment (staying with a bad plan).

Conflict can be defined as a process in which one party perceives that another party has
negatively affected (or is about to negatively affect) something of concern to the first party.

Conflicts can be viewed in three ways:

 The traditional view is that conflicts should be avoided.
 The human relations view is that conflicts are a natural part of life, and people need
to learn how to resolve them.
 The interactionist view is that conflicts are positive and lead to innovation and
change.

How conflicts be addressed?

Informational-based conflicts
 can be resolved by sharing information

Conflict is:
a. Functional
 when it supports the goals of the organization

b. Dysfunctional
 when it hinders performance and does not support the goals of the organization

Strategies for handling conflict include:

 Competing (wanting to win, creating a win/lose situation)
 Collaborating (wanting to work together for a win/win situation)
 Avoiding (deciding not make a decision)
 Accommodating (letting the other side win)
 Compromising (working to get some of what you want)

Techniques for resolving a conflict involving a third party include:

 Conciliation (keeping both sides talking)
 Fact finding (getting the facts of the conflict)
 Fact finding with recommendations (getting the fact and offering a solution)
 Mediation (making suggestions for a solution)
  Arbitration (making the final decision for the parties involved)

Module 13

Leadership
- the process of influencing people by providing them with purpose, direction, and
motivation while you are operating to accomplish a mission and improve the
organization
Command
- possession and exercise of the authority to command, a specific and legal
position unique to the military— the legal and moral responsibilities of
commanders exceed those of any other leader of similar position or authority
Army leader
- is anyone who, by virtue of assumed role or assigned responsibility, inspires and
influences people to accomplish organizational goals
- he motivates people both inside and outside the chain of command to pursue
actions, focus thinking, and shape decisions for the greater good of the
organization.

A. Military leadership
- is the process of influencing others to accomplish the mission by providing
purpose, direction, and motivation
- is the ability to influence others directing them towards the accomplishment of a
mission

Providing Purpose and Vision

- purpose, you enable your soldiers to see the underlying rationale for a mission;
you provide them the reason to act in order to achieve a desired outcome
- leaders should provide clear purpose for their followers; they do that in a variety
of ways
- they can use direct means through requests or orders

Vision
- is another way that leaders provide purpose
- refers to an organizational purpose that may be broader or have less immediate
consequences than other purpose statements
- higher-level leaders carefully consider how to communicate their vision

Providing Direction
 - when giving direction, you make clear how you want your soldiers to accomplish
a mission
- you prioritize tasks, assign responsibility for completing them (delegating
appropriate authority)
- you make sure your subordinates can understand the army standard for the tasks
- you decide how to accomplish a mission with the available people, time, and
resources

Providing Motivation
- motivation is the will to accomplish a task
- by learning about your soldiers and their capabilities, you will soon be able to
gear the team to the mission
- once you have given an order, don’t micromanage the process—allow your
soldiers to do their jobs to the best of their abilities
- when they succeed, praise them
- when they fail, give them credit for the attempt, and coach them on how to
improve
The Be, Know, Do Leadership Philosophy
- embracing a leadership role involves developing all aspects of yourself: your
character, your competence, and your actions
- you learn to lead well by adopting the Army Values, learning military skills, and
practicing leadership

Attributes—What an Army Leader Is

I. BE: Who You Are
- A Leader of Character and a Leader with Presence Army Leadership begins
with what the leader must Be—the values and attributes that shape character
- it may be helpful to think of these as internal and defining qualities you possess
all the time
 II. KNOW: Skills You Have Mastered
- A Leader with Intellectual Capacity Competence in soldiering skills—what

you Know—is as important as good character in your growth as an Army leader

- without it, your command will lack substance
- to ask subordinates to perform to standard, you must first master the standard
yourself

1. Mental agility - having flexibility of mind, a tendency to anticipate or adapt to

uncertain or changing situations
2. Sound judgment - having a capacity to assess situations or circumstances shrewdly
and to draw feasible conclusions
3. Innovation - the ability to introduce something new for the first time when needed or
an opportunity exists
4. Interpersonal tact - interacting with others and accepting the character, reactions,
and motives of oneself and others
5. Domain knowledge - possessing facts, beliefs, and logical assumptions and an
understanding of military tactics related to securing a designated objective through
military means

Core Leader Competencies—What an Army Leader Does

III. DO: How You Carry out Your Decisions
- Leads, Develops, and Achieves as you have already seen, leadership takes
place in action
- what you DO is every bit as important as the BE and KNOW aspects of your
Army leadership philosophy
- while character and knowledge are necessary, by themselves they are not
enough
- leaders cannot be effective until they apply what they know
- what leaders DO, or leader actions, is directly related to the influence they have
on others and on what is done

The Core Leadership Competencies

 LEADS
 DEVELOPS
 ACHIEVES
Levels of Army Leadership
Three (3) Levels of Army Leadership
1. Direct
 2. Organizational
3. Strategic

The leadership level involves a number of factors, including:

 Span of control
 Headquarters level
 Extent of the influence of the leader holding the position
 Size of the unit or organization
 Type of operations the unit conducts
 Number of people assigned
 The unit’s long-term mission or how far in advance it develops plans

i. Strategic Leadership Skills and Actions

- Global/Regional/National/Societal Perspective

ii. Organizational Leadership Skills and Action

- Organization/Systems and Processes Perspective

iii. Direct Leadership Skills and Actions

- Individual/Small Group Task Oriented Perspective

iv. Values and Attributes

A. Direct Leadership
- face-to-face, first-line leadership
- subordinates of direct leaders see them all the time at the team, squad, section,
platoon, company, battery, squadron, and battalion levels
- the direct leader may command anywhere from a handful to several hundred
people
- direct leaders influence their subordinates one-on-one, but may still guide the
organization through subordinate officers and noncommissioned officers (NCOs)
- direct leaders quickly see what works, what doesn’t work, and how to address
problems

B. Organizational Leadership
- organizational leaders command several hundred to several thousand people
- their command is indirect, generally through more levels of subordinates
- this “chain of command” sometimes makes it difficult for them to see results
- organizational leaders usually employ staffs of subordinate officers to help
manage their organizations’ resources
- organizational leaders are responsible for establishing policy and the
organization’s working climate
- their skills are the same as those of direct leaders, but they cope with more
complexity, more people, greater uncertainty, and a greater number of unintended
consequences
- they have little face-to-face contact with the rank-and-file Soldier and command
at the brigade through corps levels
- typically, their focus is on planning and missions in the next two to 10 years
 C. Strategic Leadership
- strategic leaders include military and Department of the Army (DA) civilian
leaders from the major command level through the Department of Defense
leadership
- strategic leaders are responsible for large organizations and influence several
thousand to hundreds of thousands of people
- they establish force size and structure, allocate resources, communicate strategic
vision, and prepare their commands for their future roles
- strategic leaders consider the total environment in which the army functions
- they may take into account such things as congressional hearings, army
budgetary constraints, new-systems acquisition, civilian programs, research,
development, and interservice cooperation

Leadership Traits
 Bearing  Integrity
 Courage  Judgement
 Decisiveness  Justice
 Dependability  Knowledge
 Endurance  Loyalty
 Enthusiasm  Tact
 Initiative  Unselfishness

Leadership Principles
 Know yourself and seek self-improvement
- honest self-evaluation to determine his own strengths and weaknesses is a
paramount importance to a leader
- through this process he can determine his capabilities and limitations

 Be technically and tactically proficient

- a leader must demonstrate to his men that he is qualified to lead his unit
- he must be competent in combat operations and training as well as in the
technical and administrative aspect of his duty

 Seek responsibility and take responsibility for your actions

- armed with knowledge gained from the honest self-evaluation and with the sound
technical and tactical foundation required to perform his duty, the leader must
take initiative to accomplish his unit’s mission
- by seeking responsibility, he develops himself professionally and increases his
leadership ability

 Make sound and timely decisions

- the leader must be able to make a rapid estimate of the situation and arrive at a
sound decision
- he should be able to reason under the most trying conditions and decide quickly
what action is necessary to take advantage of opportunity as it occurs

 Set an example
- a good leader must be a good example to his men in integrity, courage,
professional competence, personal appearance and conduct
 - he must set the personal and professional standard for his men

 Know your men and look out for their welfare

- understanding self is of equal importance in understanding his men. It is not
enough that a leader knows his men’s names, ranks, and other data
- the leader must understand what makes his men stick to their values, ideas and
attitude

 Keep your men informed

- this will encourage initiative, improve teamwork and enhance morale
- keeping your men informed will reduce fear and rumors thus will gain cooperation
and instilling to them one common goal and mission

 Develop sense of responsibility in your subordinates

- another way to show your men that you are interested in their welfare is by giving
them the opportunity for professional development
- delegation of authority commensurate with responsibility thus develops mutual
confidence and respect between the leader and his subordinates

 Ensure that the task is understood, supervised and accomplished

- your men must know what is expected from them and must be informed of
specific task requirements through clear and concise orders
- be sure that you are understood by communicating with your men
- do not overtake an order by giving too many details

 Train you men as a team

- the very essence of leadership is the ability to influence your men to act as one,
to act in unison and as a team in the accomplishment of a mission

 Employ your command/unit in accordance with its capabilities

- men get satisfaction when performing tasks which are challenging yet within their
capabilities, but become dissatisfied if given tasks that are considered too easy,
too difficult and above all out of bound
- putting the right person on the right job is the key to this principle

B. Leadership Versus Management

One aspect of your job to which you should pay particular attention is the tendency
toward the “management mindset.”

Management versus Leadership

MANAGERS
 Administer
 Maintain
 Control
 Short-term view
 Imitate
 Ask How/When
 Accept Status Quo
LEADERS
 Innovate
 Develop
 Inspire
 Long-term view
 Originate
 Ask What/Why
 Challenge Status Quo

Module 14

A. Police Leadership
- the police have the duty “to serve and protect”
- they develop appropriate management strategies

Example:
1. The Seattle Police Department was aware of the possibility of widespread
demonstrations during the 1999 World Trade Organization meetings in the
city and, in the months immediately leading up to the event, received
intelligence about possible criminal activity and other disruptions.
2. Awareness of events is no guarantee of effective control, as the department
acknowledged being caught off guard by the scale of the protests. Other
events emerge more spontaneously, such as a street fight that grows in size
or a sudden demonstration that turns into a destructive or violent riot.

 Leadership works in a certain police organization by means of stern implementation

of rules and regulations and how should it be managed by a direct officer who leads
such department.

 Management should be done promptly by a manager of the department to take a

lead on actions to be taken with regards to departmental or administrative issues and
personnel development.

1. Standard of Police Professionalism

- PNP members shall perform their duties with integrity, intelligence and
competence in the application of specialized skill and technical knowledge with
excellence and expertise.

Police Professional Conducts

 Social Awareness  Physical Fitness and Health
 Commitment to Democracy  Secrecy Discipline
 Command Responsibility  Proper Care and Use of Public
 Commitment to Public Interest Property
 Non-Partisanship  Discipline
  Obedience to Superiors  Devotion to Duty
 Loyalty  Respect for Human Rights
 Conservation of Natural  Non-Solicitation of Patronage
Resources

2. Police Ethical Standards

Ethical standards shall refer to established and generally accepted moral values.
Ethical acts to be observed are the following:
 Morality
- PNP members shall adhere to high standards of morality and decency and shall
set good examples for others to follow
- they shall not be involved as owners, operators, managers or investors in any
house of ill-repute or illegal gambling den or other places devoted to vices
- nor shall they patronize such places unless on official duty, and tolerate
operations of such establishments in their respective areas of responsibilities
- they shall be faithful to their lawfully wedded spouses

 Judicious Use of Authority

- PNP members shall exercise proper and legitimate use of authority in the
performance of duty

 Integrity
- PNP members shall exercise proper and legitimate use of authority in the
performance of duty

 Justice
- PNP members shall strive constantly to respect the rights of others so that they
can fulfill their duties and exercise their rights as human beings, parents, children,
citizens, workers, leaders, or in other capacities and to see to it that others do
likewise

 Humility
- PNP members shall recognize the fact that they are public servants and not the
masters of the people and towards this end, they shall perform their duties
without arrogance
- they shall also recognize their own inadequacies, inabilities and limitations as
individuals and perform their duties without attracting attention or expecting the
applause of others.
 Orderliness
- PNP members shall follow logical procedures in accomplishing tasks assigned to
them to minimize waste in the use of time, money and effort.

 Perseverance
- once a decision is made, PNP members shall take legitimate means to achieve
the goal even in the face of internal or external difficulties, and despite anything
which might weaken their resolve in the course of time.
3. Power and Related Constructs

a. Power and Authority

- there is a significant distinguishing feature between these two
- individuals willingly comply with the commands of authority figures, accepting the
fact that the person has the right to make demands of others
- in modern organizations, much of this authority is derived from position with the
hierarchically structured department. Subordinates have a duty to comply with the
requests of superiors and tend to do so as long as the commands fall within their
“zone of indifference.”

In modern organizations, much of this authority is derived from position with the
hierarchically structured department. Subordinates have a duty to comply with
the requests of superiors and tend to do so as long as the commands fall within
their “zone of indifference.”

b. Power and Influence

- Power tends to be viewed as a capacity, something to be mobilized or exercised
- Police officer conceivably has a great amount of power to fulfill peacekeeping
responsibilities, drawing upon the threat of the criminal law to resolve
interpersonal disputes (Influence)

c. Power and Leadership

- Leaders exercise power and authority in order to move group members toward
the achievement of goals
- the amount of power inherent within a position in an organization was identified
as a critical contingency in Fiedler’s theory of leadership
- the distinction between power and leadership may appear murky, with most
definitions of the latter explicitly mentioning influence

Example: Jago, restricted leadership to “noncoercive influence.” Unfortunately,

omitting coercion ignores the fact that a leader’s role sometimes requires the
development of a shared purpose among followers that is otherwise initially
absent, even if it means drawing upon coercive or other power bases.

Bases of Power

What gives an individual power over another?

According to Bertram Raven, “Social power can be conceived as the resources
one person has available so that he or she can influence another person to do
what that person would not have done otherwise.”

Researchers have grouped the bases of power into those derived from:

 Position Power
- one’s position in the organization

 Personal Power
- those independent of position and related to the individual

In most cases, an individual’s ability to reward, punish, invoke rank, or access

information is
largely dependent upon his or her position in the organizational hierarchy.

1. Reward Power
 - individuals acquire reward power through their ability to, or perceived ability to,
distribute intrinsic and extrinsic rewards to others in the organization
- if we draw upon the language of the expectancy theory of motivation, power
wielders provide outcomes that have positive valences for the power recipient or
remove outcomes that have negative outcomes

2. Coercive Power
- it is based on the power recipient’s perception that sanctions will result from
noncompliance
- perceptions are more critical than the power holder’s actual ability to punish or
deliver
some penalty
- coercion is widely regarded as a position power base since an individual’s
location within an organization provides access to various coercive means

3. Legitimate Power
- by including legitimate power in their typology, French and Raven considered
compliance based
on authority
it is based on the power recipient’s belief that the power holder has a right,
generally based
on an organizationally bestowed position or rank, to extract compliance from
others.

4. Referent Power
- is based on one party’s identification with the other, “the desire of followers to
identify with their leaders and to be accepted by them.”
- the power recipient admires, respects, or seeks to associate with the power
holder. Referent power comes from the characteristics of the individual

5. Expert Power
- individuals acquire expert power due to their extensive knowledge in a specific
area
- power recipients often defer to an expert’s advice, particularly in situations where
their own knowledge base is lacking

6. Information Power
- one additional base of power emerged soon after the publication of the original
five—information power
- in spite of its prominence in the power literature, scholars never unified around a
single definition of the concept
- accordingly, information power is possessed by individuals who control
information flows within an organization or who have access to information
sought by others

B. Police Management
- includes the administrative activities of coordinating, controlling and directing
police resources, activities and personnel
- it's the everyday act of running the police department
It takes a lot of coordination, and a lot of people, in order to fulfill the police work or duties.
Therefore, successful police management is key.
 1. Organizational Types
An organizational type refers to the way an entity is structured, or ordered. Police
departments typically use one of four basic organizational types.
 Line Organization
- authority flows from the top to the bottom in a distinct line
- it is the oldest structure
- it's used mainly in small police departments that serve rural communities
- it's hard to use this type of structure in large agencies, because the chain, or line,
simply becomes too long to be efficient
 Line and Staff Organization
- resemble the line organization, but adds internal support roles
- it is popular in medium-sized police departments because the department can
utilize the simple line structure while delegating administrative duties to other
personnel
- this is helpful when a department has recently grown, and when new duties or
demands are placed on the police officers

 Functional Organization
- a functional organization is a common type of organizational structure in which
the organization is divided into smaller groups based on specialized functional
areas, such as IT, finance, or marketing
- functional departmentalization arguably allows for greater operational efficiency
because employees with shared skills and knowledge are grouped together by
function
- a disadvantage of this type of structure is that the different functional groups may
not communicate with one another, potentially decreasing flexibility and
innovation
- a recent trend aimed at combating this disadvantage is the use of teams that
cross traditional departmental lines

 Matrix Organization
- is a structure in which there is more than one line of reporting managers
- employees of the organization have more than one boss
- is complex but helps in achieving the ultimate goal i.e. reaching higher
productivity
- it has various benefits
- it is used in organizations which have diverse product lines and services

2. Principles of Policing

PRINCIPLE 1 - “The basic mission for which the police exist is to prevent crime and
disorder.”
PRINCIPLE 2 - “The ability of the police to perform their duties is dependent upon public
approval of police actions.”
PRINCIPLE 3 - “Police must secure the willing cooperation of the public in voluntary
observance of the law to be able to secure and maintain the respect of the public.”
PRINCIPLE 4 - “The degree of cooperation of the public that can be secured diminishes
proportionately to the necessity of the use of physical force.”
PRINCIPLE 5 - “Police seek and preserve public favor not by catering to the public opinion
but by constantly demonstrating absolute impartial service to the law.”
PRINCIPLE 6 - “Police use physical force to the extent necessary to secure observance of
the law or to restore
order only when the exercise of persuasion, advice and warning is found to be insufficient.”
PRINCIPLE 7 - “Police, at all times, should maintain a relationship with the public that gives
reality to the historic tradition that the police are the public and the public are the police; the
police being only members of the public who are paid to give full-time attention to duties
which are incumbent on every citizen in the interests of community welfare and existence.”
PRINCIPLE 8 - “Police should always direct their action strictly towards their functions and
never appear to usurp the powers of the judiciary.”
PRINCIPLE 9 - “The test of police efficiency is the absence of crime and disorder, not the
visible evidence of police action in dealing with it.”

This organizational structure of the PNP basically shows how the work will function from the
higher echelon down to the lower echelon. It manifested how authority takes off from the
Chief, PNP going to Directorial staff which also manages the administrative support units
and the operational support units respectively with their corresponding functions.