management book
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| autocratic leadership | show 🗑
|
||||
| show | looks at establishing the relationship between the group and the leader.
🗑
|
||||
| dispersed leadership | show 🗑
|
||||
| show | looks at how leaders assign tasks.
🗑
|
||||
| leadership | show 🗑
|
||||
| management | show 🗑
|
||||
| show | involves managers and subordinates setting goals and objectives together and then tracking performance to ensure that the objectives are met.
🗑
|
||||
| show | divides tasks into highly specialized jobs where job holders become experts in their fields, demonstrating the one best way to perform their cog in the wheel (Taylorism); the opposite of the organic model.
🗑
|
||||
| show | oversupervising, providing oversight with excessive control and attention to details better left to the operational personnel.
🗑
|
||||
| organic model | show 🗑
|
||||
| seagull management | show 🗑
|
||||
| show | overseeing the actual work being done.
🗑
|
||||
| total quality management (TQM) | show 🗑
|
||||
| show | the negative consequences of fear of failure.
🗑
|
||||
| show | implemented
🗑
|
||||
| Management means to control and direct, to __________, to take charge of. | show 🗑
|
||||
| __________ is the power to enforce laws, exact obedience and command. | show 🗑
|
||||
| "Legitimate authority does not demand followers __________ laws or established principles." | show 🗑
|
||||
| Delegation, or transferring authority, is a necessary and often difficult aspect of __________ because it requires placing trust in others to do the job as well as, or better than, the manager would do it. | show 🗑
|
||||
| show | administrative
🗑
|
||||
| show | people skills
🗑
|
||||
| show | Grid Theory, X-Y Theory, Four-System Approach, Mature Employee Theory
🗑
|
||||
| The leadership theory that says as the followers' readiness level in relation to task increases, leaders should begin to lessen their direction or task behavior and simultaneously increase their relationship behavior, is known as | show 🗑
|
||||
| A common management/leadership error is | show 🗑
|
||||
| show | supports those performing field services; includes recruitment and training, records and communication, planning and research and technical services.
🗑
|
||||
| bifurcated society | show 🗑
|
||||
| broken-window theory | show 🗑
|
||||
| show | the order of authority; begins at the top of the pyramid and flows down to the base.
🗑
|
||||
| channels of communication | show 🗑
|
||||
| community policing | show 🗑
|
||||
| CompStat policing | show 🗑
|
||||
| show | encourages flattening of the organization and places decision-making authority and autonomy at the level where information is plentiful; in police organizations, this is usually at the level of the patrol officer.
🗑
|
||||
| evidence-based policing | show 🗑
|
||||
| field services | show 🗑
|
||||
| show | one with fewer lieutenants and captains, fewer staff departments, fewer staff assistants, more sergeants, and more patrol offi cers.
🗑
|
||||
| show | an entity that pools the resources and personnel of multiple agencies into one central location to facilitate information sharing and intelligence development regarding criminal activities.
🗑
|
||||
| hierarchy | show 🗑
|
||||
| incident | show 🗑
|
||||
| incivilities | show 🗑
|
||||
| show | the end goal resulting from the combination of the two elements of community policing and aggressive enforcement
🗑
|
||||
| show | a methodical approach to prevent, detect and disrupt crime, including terrorist activities; uses early detection of crime trends to allows police to be proactive in preventing continued crime.
🗑
|
||||
| show | those who actually perform most of the tasks outlined in the work plan.
🗑
|
||||
| paradigm | show 🗑
|
||||
| paradigm shift | show 🗑
|
||||
| show | recognizing problems and seeking the underlying cause(s) of the problems.
🗑
|
||||
| show | management ascertains what problems exist and tries to solve them, redefi ning the role of law enforcement from incident driven and reactive to problem oriented and proactive.
🗑
|
||||
| pyramid of authority | show 🗑
|
||||
| show | simply responding to calls for service.
🗑
|
||||
| social capital | show 🗑
|
||||
| span of control | show 🗑
|
||||
| show | those who support line personnel.
🗑
|
||||
| transactional change | show 🗑
|
||||
| show | intervenes in an organization's mission, culture and leadership style.
🗑
|
||||
| unity of command | show 🗑
|
||||
| show | when local government agencies and departments work quite independently of each other. This lack of partnering with other city and county agencies hinders problem-solving success.
🗑
|
||||
| show | organization
🗑
|
||||
| show | Sir Robert Peel
🗑
|
||||
| show | labor, specialization
🗑
|
||||
| show | pyramid
🗑
|
||||
| The main division of most police departments is | show 🗑
|
||||
| show | specialization
🗑
|
||||
| show | chain of command
🗑
|
||||
| show | informal organization
🗑
|
||||
| A "major player" that has emerged in safeguarding Americans and their property is | show 🗑
|
||||
| This theory states that "if no one cares" crime and disorder will thrive in the community. This theory is known as the | show 🗑
|
||||
| show | characterized by incessant restructuring, following fads, management by cheerleading without careful thought, and especially inconsistency, constantly running after new ideas.
🗑
|
||||
| facilitators | show 🗑
|
||||
| show | asks managers to imagine a huge, heavy fl ywheel about 30 feet in diameter, weighing about 5,000 pounds mounted horizontally on an axle; then to further imagine that management's task is to get the fly wheel rotating
🗑
|
||||
| goals | show 🗑
|
||||
| show | the organization's mission statement and the basic values honored by the organization.
🗑
|
||||
| show | recognizes that both management and leadership skills are required for an agency to accomplish its mission and that all those within the organization are complete individuals who have answered a special calling and are part of the team.
🗑
|
||||
| incident command | show 🗑
|
||||
| show | communicate with other groups and agencies: the press, other local government departments, the business community, schools and numerous community committees and organizations.
🗑
|
||||
| show | coordinate law enforcement agency's goals with those of other agencies within the jurisdiction.
🗑
|
||||
| mission | show 🗑
|
||||
| mission statement | show 🗑
|
||||
| objectives | show 🗑
|
||||
| show | objectives that are specific, measurable, attainable, relevant and trackable.
🗑
|
||||
| show | those affected by an organization and those in a position to affect it.
🗑
|
||||
| show | long-term planning.
🗑
|
||||
| show | occurs when the whole is greater than the sum of its parts; the team achieves more than each could accomplish as individuals.
🗑
|
||||
| tactical planning | show 🗑
|
||||
| unified command | show 🗑
|
||||
| vetting | show 🗑
|
||||
| show | stakeholders
🗑
|
||||
| show | guiding philosophy
🗑
|
||||
| show | goals
🗑
|
||||
| show | doom loop
🗑
|
||||
| show | SMART goals
🗑
|
||||
| The three levels of management are | show 🗑
|
||||
| show | coordination
🗑
|
||||
| This transition is one of the most difficult in law enforcement, for it is here that they begin to make decisions that separate them from their fellow officers. | show 🗑
|
||||
| Those individuals who assist others in performing their duties are known as | show 🗑
|
||||
| This management/leadership approach recognizes that both management and leadership skills are required for an agency to accomplish its mission. | show 🗑
|
||||
| show | theoretical, not concrete, for example, tall rather than 6'10 .
🗑
|
||||
| show | includes concentration, full attention and thought.
🗑
|
||||
| show | a plan, usually referring to a meeting outline or program; a list of things to be accomplished.
🗑
|
||||
| show | criminals may be deterred even before the efforts are implemented.
🗑
|
||||
| body language | show 🗑
|
||||
| deconfliction | show 🗑
|
||||
| show | properties immediately adjacent to the intervention implemented also experienced a reduction in burglary.
🗑
|
||||
| show | informal channel of communication within the agency or department; also called the rumor mill
🗑
|
||||
| show | the ability of public safety emergency responders to work seamlessly with other systems or products without special eff orts.
🗑
|
||||
| jargon | show 🗑
|
||||
| show | similar to channels of communication; may be downward, upward (vertical) or lateral (horizontal) and internal or external.
🗑
|
||||
| nonverbal communication | show 🗑
|
||||
| show | good information stated briefly; two essential elements are (1) that it contain good, solid nuggets of information, not speculation or opinion, and (2) that it is short.
🗑
|
||||
| vocoder | show 🗑
|
||||
| show | improve morale
🗑
|
||||
| show | not communicating well
🗑
|
||||
| show | failure to proofread
🗑
|
||||
| show | listening
🗑
|
||||
| show | language barrier
🗑
|
||||
| show | two way
🗑
|
||||
| show | grapevine
🗑
|
||||
| Departments typically have four types of meetings: | show 🗑
|
||||
| show | Incident Command System, National Incident Management System
🗑
|
||||
| show | interoperability
🗑
|
||||
| Abilene Paradox | show 🗑
|
||||
| show | focused, evaluative thinking; includes decision making, choosing, testing, judging and rating; opposite of divergent thinking.
🗑
|
||||
| show | delaying decisions, allowing time for minor difficulties to work themselves out.
🗑
|
||||
| cross flow | show 🗑
|
||||
| cross tell | show 🗑
|
||||
| data mining | show 🗑
|
||||
| show | a way to have individual input; uses openended questionnaires completed by individuals; answers are shared, and the questionnaires are again completed until consensus is achieved.
🗑
|
||||
| show | free, uninhibited thinking; includes imagining, fantasizing, free associating and combining and juxtaposing dissimilar elements; opposite of convergent thinking.
🗑
|
||||
| show | identifies forces that impede and enhance goal attainment; a problem exists when the equilibrium is such that more forces are impeding goal attainment than enhancing it.
🗑
|
||||
| show | computer acronym for garbage in, garbage out.
🗑
|
||||
| groupthink | show 🗑
|
||||
| show | an assessment to determine whether a problem declined
🗑
|
||||
| show | primarily using language and logic.
🗑
|
||||
| show | occurs when a phone number or address is associated with a crime simply because it was a convenient number or address to use.
🗑
|
||||
| show | technique uses objective rather than open-ended questions.
🗑
|
||||
| show | an objective way to achieve consensus on the most effective alternatives by using an objective ranking of alternatives.
🗑
|
||||
| show | an assessment to determine whether the response was implemented as planned
🗑
|
||||
| show | examines the excellence (quality) of the responsethat is, how satisfied were the officers and the citizens; most frequently determined by surveys, focus groups or tracking of complaints and compliments.
🗑
|
||||
| quantitative data | show 🗑
|
||||
| right-brain thinking | show 🗑
|
||||
| vicarious liability | show 🗑
|
||||
| whole-brain thinking | show 🗑
|
||||
| The environment that promotes decision making and problem solving must encourage what? | show 🗑
|
||||
| Operational decision-making is most often handled at what level in the organization? | show 🗑
|
||||
| show | command decision
🗑
|
||||
| show | emotional intelligence
🗑
|
||||
| Officers instinctively read and react to danger signals based on training and experience. It is an uneasy feeling, a gut reaction, a sixth-sense that results in law enforcement officers perceiving danger signals and reacting accordingly. This feeling is: | show 🗑
|
||||
| show | delegation
🗑
|
||||
| show | data mining
🗑
|
||||
| The tendency for group members to submit to peer pressure, endorse the majority opinion and to be more concerned with team play and unanimity than with reaching the best solution is called | show 🗑
|
||||
| show | force-field analysis
🗑
|
||||
| In the age of "green policing," the method used to combat crime in the community is known as | show 🗑
|
||||
| show | proper planning prevents poor performance.
🗑
|
||||
| show | time spent in the agency or department long after a shift ends and on weekends when not on duty to make sure you are seen putting in extra time by those with the power to promote you.
🗑
|
||||
| highlighting | show 🗑
|
||||
| show | states that grouping similar tasks together can reduce the amount of time each takes, sometimes by as much as 80 percent.
🗑
|
||||
| narrow eye span | show 🗑
|
||||
| show | 20 percent of what a person does accounts for 80 percent of the results.
🗑
|
||||
| show | the principle that work expands to fill the time available for its completion.
🗑
|
||||
| show | tasks that do not have to be done, have a minimal payoff and have very limited negative consequences.
🗑
|
||||
| show | tasks that must be done, have a big payoff and prevent negative consequences.
🗑
|
||||
| show | putting things off.
🗑
|
||||
| regression | show 🗑
|
||||
| show | reading material rapidly for specific information.
🗑
|
||||
| single handling | show 🗑
|
||||
| show | reading information rapidly for the main ideas, usually the first and last paragraph, the first sentence of all other paragraphs and the captions of any charts or figures.
🗑
|
||||
| subvocalization | show 🗑
|
||||
| tickler file system | show 🗑
|
||||
| show | efficient techniques
🗑
|
||||
| The period between two events or during which something exists, happens or acts; it is thought of in terms of measurable intervals and is known as | show 🗑
|
||||
| "Time management is really a misnomer--the challenge is not to manage time, but to manage __________." | show 🗑
|
||||
| show | organizing
🗑
|
||||
| show | goals
🗑
|
||||
| A filing system recommended by consultants that should consist of 45 files--2 files, one each for the next 2 years beyond the current year; 12 files, one for each month of the current year; and 31 files, one for each day of the current month--is called | show 🗑
|
||||
| show | the Pareto principle
🗑
|
||||
| show | important
🗑
|
||||
| show | interruptions
🗑
|
||||
| show | deadlines
🗑
|
||||
| andragogy | show 🗑
|
||||
| show | the direct relationship between tasks performed on the job, the curriculum or training and the test.
🗑
|
||||
| eclectic | show 🗑
|
||||
| show | an experienced officer who serves as a mentor for a rookie, providing on-the-job training.
🗑
|
||||
| Firefighter's Rule | show 🗑
|
||||
| show | uses informative gathered during instruction to adjust and improve program content and training.
🗑
|
||||
| interval reinforcement | show 🗑
|
||||
| show | necessary background needed to master a given skill.
🗑
|
||||
| show | memorization, not necessarily with understanding.
🗑
|
||||
| summative assessment | show 🗑
|
||||
| show | learned best
🗑
|
||||
| show | training
🗑
|
||||
| show | developing human resources
🗑
|
||||
| One of two areas often involving civil lawsuits against officers and their departments is | show 🗑
|
||||
| If a person is injured as a result of the normal dangers associated with an activity in which a person voluntarily engages, the person cannot sue for liability because of this principle. | show 🗑
|
||||
| show | visual, auditory, kinesthetic
🗑
|
||||
| Content that directly relates to tasks performed is considered | show 🗑
|
||||
| People retain 10 percent of what they read, 20 percent of what hear, 30 percent of what they see, 40 percent of what they | show 🗑
|
||||
| show | eclectic
🗑
|
||||
| The most common and frequent training in law enforcement is | show 🗑
|
||||
| balanced performer managers | show 🗑
|
||||
| show | unfairly stopping unoff ending motorists to protect officers from the statistical microscope individually or collectively.
🗑
|
||||
| code of silence | show 🗑
|
||||
| show | understanding the diversity of the United States, the dynamics of minoritymajority relationships, the dynamics of sexism and racism and the issues of nationalism and separatism.
🗑
|
||||
| daily values | show 🗑
|
||||
| show | standards of fair and honest conduct.
🗑
|
||||
| ghosting | show 🗑
|
||||
| holistic personal goals | show 🗑
|
||||
| integrity | show 🗑
|
||||
| show | a model to illustrate how people can learn more about others and themselves.
🗑
|
||||
| show | attitudes and beliefs held by a group of individuals
🗑
|
||||
| show | any police-initiated action that relies on the race, ethnicity or national origin rather than the behavior of an individual or information that leads the police to a particular individual
🗑
|
||||
| show | what people say is important to them.
🗑
|
||||
| unconditional backup | show 🗑
|
||||
| A detailed, formally stated summary of duties and responsibilities for a position is known as a | show 🗑
|
||||
| The sum of the beliefs and values shared by those within the organization, serving to formally and informally communicate its expectations is also known as the | show 🗑
|
||||
| Police recruits enter the profession with high ideals and standards and with exposure to the occupation; attitudes and values may undergo significant change and soon differ from attitudes of the general population. This is known as | show 🗑
|
||||
| show | code of silence
🗑
|
||||
| show | leadership, role modeling, training
🗑
|
||||
| As a leader, you have a responsibility to create an environment in which the needs of the __________ and the needs of the __________ meld together to accomplish the mission. | show 🗑
|
||||
| show | four
🗑
|
||||
| show | touchstone values
🗑
|
||||
| show | cultural awareness
🗑
|
||||
| show | Morse and Lorsch's motivational theory that suggests fitting tasks, officers and agency goals so that officers can feel competent.
🗑
|
||||
| show | Vroom's motivational theory that employees will choose the level of effort that matches the performance opportunity for reward.
🗑
|
||||
| show | workers are positively affected by receiving attention, which affects research efforts.
🗑
|
||||
| show | Maslow's motivational theory that people have certain needs that must be met in a specific order going from basic physiological needs to safety and security, social, esteem and self-actualization needs.
🗑
|
||||
| hygiene factors | show 🗑
|
||||
| show | a person's or group's state of mind, level of enthusiasm and involvement with work and with life; how employees feel, in contrast to discipline, which is how employees act.
🗑
|
||||
| motivation | show 🗑
|
||||
| show | intangible rewards that can cause satisfaction.
🗑
|
||||
| negative reinforcement | show 🗑
|
||||
| show | increases the likelihood that a behavior will occur in the future by introducing an appealing or pleasurable stimuli as a consequence of that behavior.
🗑
|
||||
| show | what managers and supervisors expect of their officers and how managers treat officers largely determine officers' performance and career progress.
🗑
|
||||
| reinforcement theory | show 🗑
|
||||
| self-actualization | show 🗑
|
||||
| show | the theory that people live up to expectationsif people believe they can do a job, they usually can, but if people believe they cannot do a job, they usually cannot.
🗑
|
||||
| two-factor theory | show 🗑
|
||||
| show | officer retention
🗑
|
||||
| show | work motivation
🗑
|
||||
| show | do a good job
🗑
|
||||
| One of the motivational theories, the hierarchy of needs was postulated by | show 🗑
|
||||
| The two-factor hygiene/motivator theory was developed by | show 🗑
|
||||
| show | Skinner
🗑
|
||||
| This theory combines some features of the preceding theories and advances the ideas that employees believe good work on the job will lead to high job performance and that high job performance will lead to job rewards and was developed by | show 🗑
|
||||
| show | Morse and Lorsch
🗑
|
||||
| What managers and supervisors expect of their officers and how they treat them largely determine their performance and career progress and is called: | show 🗑
|
||||
| show | humanity
🗑
|
||||
| appeal | show 🗑
|
||||
| arbitration | show 🗑
|
||||
| complainant | show 🗑
|
||||
| complaint | show 🗑
|
||||
| comprehensive discipline | show 🗑
|
||||
| conflict | show 🗑
|
||||
| confrontation technique | show 🗑
|
||||
| show | a major problem.
🗑
|
||||
| decoupling | show 🗑
|
||||
| show | training expected to produce a desired behaviorcontrolled behavior or administering punishment; also a state of affairs or how employees act, in contrast to morale, which is how employees feel.
🗑
|
||||
| show | a complaint or grievance in which the investigation determines that the matter did occur, but was proper and legal.
🗑
|
||||
| Garrity protection | show 🗑
|
||||
| general orders | show 🗑
|
||||
| show | a formally registered complaint; a claim by an employee that a rule or policy has been misapplied or misinterpreted to the employee's detriment.
🗑
|
||||
| grievant | show 🗑
|
||||
| show | occurs when managers or supervisors accumulate negative behaviors of a subordinate and then dump them all on the employee at the same time rather than correcting them as they occurred.
🗑
|
||||
| insubordination | show 🗑
|
||||
| show | uses 3-by-5-inch cards as a means to get people in conflict to share their most important ideas about a problem and to come to a mutual understanding of and respect for each other's viewpoints.
🗑
|
||||
| show | employee who has demonstrated ability to perform but who does just enough to get by.
🗑
|
||||
| mediation | show 🗑
|
||||
| show | failing to terminate an employee when justified.
🗑
|
||||
| show | when an officer present at a scene where use of force is in question and is obviously excessive and the nonactor officer did nothing to prevent it, that officer is also held liable by the courts.
🗑
|
||||
| show | a form of civil disobedience reflecting a philosophy of nonviolence; often used by protestors and demonstrators.
🗑
|
||||
| pinch | show 🗑
|
||||
| Pinch Model | show 🗑
|
||||
| show | pays attention to basic interests and mutually satisfying options; avoids positional bargaining that tends to produce rushed agreements that can lead to damaged relationships.
🗑
|
||||
| progressive discipline | show 🗑
|
||||
| reprimand | show 🗑
|
||||
| show | unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature that affect an individual's employment, unreasonably interferes with an individual's work performance or creates a hostile work environment.
🗑
|
||||
| show | discretionary authority used when a supervisor feels an officer is not fit for duty or for any reason the supervisor feels a need for immediate action.
🗑
|
||||
| sustained | show 🗑
|
||||
| unfounded | show 🗑
|
||||
| __________ discipline uses training to foster compliance with rules and regulations and performance at peak efficiency. | show 🗑
|
||||
| show | imposing some form of discipline
🗑
|
||||
| The purpose of __________ is to promote desired behavior, which may be done by encouraging acceptable behavior or punishing unacceptable behavior. | show 🗑
|
||||
| The foundation on which an agency's discipline must be based is | show 🗑
|
||||
| show | marginal performer
🗑
|
||||
| show | difficult people
🗑
|
||||
| There are two types of recognized sexual harassment, quid pro quo and | show 🗑
|
||||
| When an agency or employer who knowingly retains an employee who should have been terminated, and then that employee does something "wrong" in the eyes of the public, that agency or employer could be sued for | show 🗑
|
||||
| The majority of excessive force claims are filed against police officer and agencies using | show 🗑
|
||||
| show | Early Intervention System (EIS)
🗑
|
||||
| arbitration | show 🗑
|
||||
| show | a person or group filing a complaint.
🗑
|
||||
| confrontation technique | show 🗑
|
||||
| show | pays attention to basic interests and mutually satisfying options; avoids positional bargaining that tends to produce rushed agreements that can lead to damaged relationships.
🗑
|
||||
| reframing | show 🗑
|
||||
| Even for the most efficient managers, these are an unavoidable part of being a manager and may be made by a citizen or employee: | show 🗑
|
||||
| show | mediation
🗑
|
||||
| show | community-police mediation
🗑
|
||||
| The investigation of internal complaints should have as its primary purpose to | show 🗑
|
||||
| show | job dissatisfaction
🗑
|
||||
| show | confidence
🗑
|
||||
| show | IA (Internal Affairs)
🗑
|
||||
| This law gives law enforcement officers, sheriffs and correctional officers the right to be notified of any pending disciplinary action within a reasonable time before action takes effect. | show 🗑
|
||||
| Garrity vs. New Jersey (1967), used during an internal affairs investigation, protects an officer under investigation, and gives the officer the right to | show 🗑
|
||||
| Insisting that two disputing people or groups meet face-to-face to resolve their differences, may effectively resolve conflicts, or it may make them worse. This is called | show 🗑
|
||||
| show | severe, intense distress that lasts a limited time, and then the person returns to normal; sometimes called traumatic stress.
🗑
|
||||
| show | a stressful incident that greatly affects an officer's family and leaves damaging emotional scars.
🗑
|
||||
| show | the symbol of a law enforcement officer who wants to make a difference in the world.
🗑
|
||||
| show | occurs when someone is exhausted or made listless through overwork; results from long-term, unmediated stress; symptoms include lack of enthusiasm and interest, a drop in job performance, temper flare-ups, and a loss of will, motivation or commitment.
🗑
|
||||
| show | to go from complete calm to high activity and pressure in one burst.
🗑
|
||||
| show | less severe than acute stress, but continuous; eventually becomes debilitating; sometimes called cumulative stress.
🗑
|
||||
| show | the body's complex biological timekeeping system.
🗑
|
||||
| show | any event, such as a mass disaster or a brutally murdered child, that elicits an overwhelming emotional response from those witnessing it and whose emotional impact goes beyond the person's coping abilities.
🗑
|
||||
| critical incident stress debriefing (CISD) | show 🗑
|
||||
| CSI effect | show 🗑
|
||||
| show | less severe but continues and eventually becomes debilitating.
🗑
|
||||
| show | negative stress.
🗑
|
||||
| show | day-oriented; humans are by nature diurnal in their activities.
🗑
|
||||
| employee assistance program (EAP) | show 🗑
|
||||
| eustress | show 🗑
|
||||
| homeostasis | show 🗑
|
||||
| posttraumatic stress disorder (PTSD) | show 🗑
|
||||
| show | the ability to adapt to significant adversity or trauma; is the key to stress management.
🗑
|
||||
| sleep inertia | show 🗑
|
||||
| show | a condition that affects police decision making in crisis; asserts that if a person has provoked or threatened a police officer, at that instant the provoker rather than the police should be viewed as the cause of any resulting injuries or damages.
🗑
|
||||
| show | tension, anxiety or worry; can be positive, eustress, or negative, distress.
🗑
|
||||
| show | severe, extremely intense distress that lasts a limited time, and then the person returns to normal.
🗑
|
||||
| type A personality | show 🗑
|
||||
| type B personality | show 🗑
|
||||
| show | psychological stress
🗑
|
||||
| show | eustress
🗑
|
||||
| show | homeostasis
🗑
|
||||
| There are two generally recognized personality types, type A and Type B. Of these two personality types, which is usually subject to higher levels of stress? | show 🗑
|
||||
| show | administrative aspects of police work
🗑
|
||||
| An unavoidable part of the life of a law enforcement officer are/is | show 🗑
|
||||
| Officers' that worry about their competency to handle assignments as well as feelings of helplessness and vulnerability are/is called | show 🗑
|
||||
| The key to stress management is the ability to adapt to significant adversity or trauma and is called | show 🗑
|
||||
| show | CISD - critical incident stress debriefing
🗑
|
||||
| A fitness for duty evaluation ensures safe and efficient operations and helps departments and officers avoid | show 🗑
|
||||
| show | focuses on preventing and detecting crime by investigating suspicious activity; also called proactive patrol.
🗑
|
||||
| show | hiring citizens to perform certain tasks for law enforcement agencies
🗑
|
||||
| cone of resolution | show 🗑
|
||||
| show | a model illustrating how all three elementsmotivated offender, suitable victim and adequate locationare required for crime to occur.
🗑
|
||||
| hot spots | show 🗑
|
||||
| show | time elapsed between the occurrence of an incident and it being reported to the police; often more important than response time.
🗑
|
||||
| show | software programs that organize data to assist in decision making
🗑
|
||||
| show | converting resources to achieve results in the most efficient and effective way possible
🗑
|
||||
| show | area assignments are determined by requests for services, based on available data.
🗑
|
||||
| show | a specific number or proportional share that each officer is expected to contribute or receive.
🗑
|
||||
| random patrol | show 🗑
|
||||
| show | time span to which personnel are assigned.
🗑
|
||||
| triage | show 🗑
|
||||
| show | patrol division
🗑
|
||||
| The shift that is most attractive scheduling option, that provides more days off, more officers on patrol, and better matching the workload is | show 🗑
|
||||
| show | proportionate assignment
🗑
|
||||
| show | lag time
🗑
|
||||
| show | random patrol
🗑
|
||||
| show | aggressive patrol
🗑
|
||||
| The most common method of patrol is | show 🗑
|
||||
| show | two-officer units
🗑
|
||||
| Civilianization is a __________ way to make use of the numerous and varied capabilities of citizens, while at the same time freeing up law enforcement personnel to concentrate their efforts on tasks they have been specifically trained for. | show 🗑
|
||||
| A strategic goal of this government agency is are the prevention of, protection from, response to and recovery from terrorist attacks. | show 🗑
|
||||
| activity-based costing (ABC) | show 🗑
|
||||
| show | everyone affected by the budget helps prepare it.
🗑
|
||||
| block grant | show 🗑
|
||||
| show | allows shifting funds from one expense category to another as long as expenses do not exceed the total amount budgeted.
🗑
|
||||
| show | a list of probable expenses and income during a given period, most often one year.
🗑
|
||||
| capital budget | show 🗑
|
||||
| contingency funds | show 🗑
|
||||
| show | providing the same or more services with less funding; also called budget reduction or reduced expenditure spending.
🗑
|
||||
| discretionary budget | show 🗑
|
||||
| discretionary grant | show 🗑
|
||||
| show | a plan or schedule adjusting expenses during a certain period to the estimated income for that period.
🗑
|
||||
| show | the 12-month accounting period used by an agency.
🗑
|
||||
| show | costs that are relatively constant, for example, rent or insurance; also called overhead.
🗑
|
||||
| formula grant | show 🗑
|
||||
| line items | show 🗑
|
||||
| show | identifies specific categories (line items) and dollars allocated for each, and usually based on the preceding year's budget and anticipated changes in the upcoming year.
🗑
|
||||
| show | contains projections for income statement items as well as expenses, including all expenses needed to run the department: salaries, insurance, electricity and the like.
🗑
|
||||
| overhead | show 🗑
|
||||
| performance budgeting | show 🗑
|
||||
| program budgeting | show 🗑
|
||||
| show | costs that will change depending on the level of service provided, for example personnel.
🗑
|
||||
| variance analysis | show 🗑
|
||||
| show | begins with a clean slate, justifying each expenditure anew and based on merit, rather than being based on the preceding year's funding level.
🗑
|
||||
| "The process of planning and controlling the future operations of a business by developing a set of financial goals and evaluating performance in terms of these goals" is called | show 🗑
|
||||
| Funds that are set aside to be used as needed and are a favorite target in annual budget battles is called | show 🗑
|
||||
| show | bottom-line philosophy
🗑
|
||||
| This type of budgeting allocates dollars based on productivity: | show 🗑
|
||||
| show | zero-based budgeting
🗑
|
||||
| Comparison of actual costs against what was budget and analyzing the differences is called | show 🗑
|
||||
| One way to reduce costs is to establish a __________ approach to common problems to allow multiple jurisdictions to pool resources and share those that are not needed full-time. | show 🗑
|
||||
| Volunteers do more than just save money, they add __________ to department services and enhance community policing. | show 🗑
|
||||
| show | asset forfeiture
🗑
|
||||
| show | Byrne Formula Grants
🗑
|
||||
| show | when the rate of selection is different for special classes than for the most selected class of applicants; rule of thumb is that an adverse impact occurs when the selection rate of any class of persons is less than 80% of the selection rate of the top gr
🗑
|
||||
| affirmative action program (AAP) | show 🗑
|
||||
| background check | show 🗑
|
||||
| show | a requirement reasonably necessary to perform the job; it may on the surface appear to be discrimination
🗑
|
||||
| branding | show 🗑
|
||||
| show | prohibits discrimination based on race, color, religion, gender or national origin by private employers with 15 or more employees, governments, unions and employment agencies.
🗑
|
||||
| show | prohibits management from hiring nonunion workers.
🗑
|
||||
| collective bargaining | show 🗑
|
||||
| Equal Employment Opportunity Commission (EEOC) | show 🗑
|
||||
| Fair Labor Standards Act (FLSA) of 1938 | show 🗑
|
||||
| show | the tendency to assume that candidates who are strong (or weak) in one area will also be strong (or weak) in other areas
🗑
|
||||
| show | two distinct parts: (1) management must first prove that the act in question was actually committed in violation of an agency policy and (2) management must show that the discipline imposed was not arbitrary, capricious, unreasonable or discriminatory.
🗑
|
||||
| Landrum Griffin Act of 1959 | show 🗑
|
||||
| show | legalized collective bargaining and required employers to bargain with the elected representatives of their employees.
🗑
|
||||
| show | the principal enforcement agency for laws regulating relations between management and unions.
🗑
|
||||
| show | failure to use an adequate selection process resulting in hiring personnel unqualified or unsuited for law enforcement work; often includes failure to check for prior offenses of misconduct
🗑
|
||||
| reverse discrimination | show 🗑
|
||||
| right-to-work laws | show 🗑
|
||||
| special employment groups | show 🗑
|
||||
| show | balanced the power of unions and management by prohibiting several unfair labor practices, including closed shops, which prohibited management from hiring nonunion workers.
🗑
|
||||
| show | any group authorized to represent the members of an agency in negotiating such matters as wages, fringe benefits and other conditions of employment.
🗑
|
||||
| union shop | show 🗑
|
||||
| show | makes others specifically associated with a person also responsible for that person's actions.
🗑
|
||||
| yellow-dog contract | show 🗑
|
||||
| zipper clause | show 🗑
|
||||
| "Law enforcement agencies are hindered in recruitment by a lack of __________ for recruitment, a lack of understanding of the market, and advertising and marketing methods that are out of touch and out of date for today's potential applicant." | show 🗑
|
||||
| The reason the hiring process is so critical in law enforcement in part because of __________, which is the legal responsibility one person has for the acts of another. | show 🗑
|
||||
| show | maturity and stability
🗑
|
||||
| show | the enemy
🗑
|
||||
| The selection process is sometimes lengthy, and the best-qualified candidates are | show 🗑
|
||||
| This part of the hiring process is usually conducted by a member of the agency and can prevent many potential problems and save the cost of training an unsuitable employee. | show 🗑
|
||||
| The most widely used psychological screening test by all law enforcement agencies nationwide that measures cognitive ability, quantitative and language reasoning is | show 🗑
|
||||
| The tendency to assume that candidates who are strong (or weak) in one area will also be strong (or weak) in other areas is called | show 🗑
|
||||
| show | Civil Rights Act of 1964 and 1970
🗑
|
||||
| show | qualified individual with a disability (QID)
🗑
|
||||
| accreditation | show 🗑
|
||||
| show | specific characteristics for a position are determined; employees are then rated against these characteristics by on-the-job behaviors in each area.
🗑
|
||||
| by-the-numbers evaluation | show 🗑
|
||||
| show | suggest that organizations regulate themselves by gathering and reacting to information about their performance.
🗑
|
||||
| show | focus on simplifying, appraising and summarizing data.
🗑
|
||||
| show | to determine the worth of, to find the amount or value of or to appraise.
🗑
|
||||
| show | tendency to rate one who performs above average in one area above average in all areas or vice versa.
🗑
|
||||
| horn effect | show 🗑
|
||||
| show | focus on making statistically educated guesses from a sample of data.
🗑
|
||||
| performance appraisal | show 🗑
|
||||
| show | private, one-on-one discussions of the performance appraisal by manager and subordinate.
🗑
|
||||
| show | a procedure to allow those being evaluated to have input by completing a form outlining their accomplishments.
🗑
|
||||
| show | an attempt to make evaluation count for something.
🗑
|
||||
| show | targets to be met, including level of performance.
🗑
|
||||
| show | appraisals that are well grounded and sound in which the factors rated are job related and the raters are trained.
🗑
|
||||
| show | evaluation
🗑
|
||||
| show | line inspection
🗑
|
||||
| show | informal
🗑
|
||||
| The main purpose of a performance evaluation is to improve employee | show 🗑
|
||||
| Those evaluations that usually include a physical and psychological evaluation are very detailed and complicated and are called | show 🗑
|
||||
| show | scientifically valid
🗑
|
||||
| show | performance
🗑
|
||||
| show | twice a year
🗑
|
||||
| This type of rating system is looked upon as being inherently unfair. | show 🗑
|
||||
| Efforts to measure the performance of programs is consistent with the trend toward | show 🗑
|
||||
| show | based on a classic experiment, suggests that managers must pay attention to change in their environment and adaptor perish.
🗑
|
||||
| show | identifying the factors that are likely to drive the environment, influencing the future; includes social and economic conditions.
🗑
|
||||
| show | the science of using data from the past to forecast alternatives for the future and to then select those most desirable.
🗑
|
||||
| The values of society can change faster than the law, and sometimes change for a time in ways __________. This could lead to the spread of activities that are criminal under the law, even though they may be accepted by a substantial portion of society. | show 🗑
|
||||
| Technical competence used to be the most important for management skills, now and in the years ahead __________ are the most important. | show 🗑
|
||||
| show | data mining
🗑
|
||||
| International fraud, money laundering and other economic crimes (particularly carried out via the Internet) are a growing problem and one that can be expected to | show 🗑
|
||||
| show | Israel
🗑
|
||||
| show | immigration
🗑
|
||||
| show | unfettered access to them
🗑
|
||||
| Longer life expectancies mean extended careers and longer retirements, raising pension costs for police departments can make __________ difficult for younger officers. | show 🗑
|
||||
| show | work ethic
🗑
|
||||
| show | immigration
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
jaharvey7617