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Instructor’s Manual with Test Bankto accompany

Supervision of Police PersonnelSeventh Edition

Nathan F. Iannone

Marvin D. Iannone

Jeff Bernstein

Prepared by

Prof. Mary Leckband, Ph.D.Lt. Herbert Williams

Upper Saddle River, New JerseyColumbus, Ohio

Full file at http://testbank360.eu/test-bank-supervision-of-police-personnel-7th-edition-iannone

______________________________________________________________________________

Copyright © 2009 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458. Pearson Prentice Hall. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department.

Pearson Prentice Hall™ is a trademark of Pearson Education, Inc.Pearson® is a registered trademark of Pearson plcPrentice Hall® is a registered trademark of Pearson Education, Inc.

Instructors of classes using Iannone, Iannone, & Bernstein, Supervision of Police Personnel, 7th Ed, may reproduce material from the instructor’s manual for classroom use.

10 9 8 7 6 5 4 3 2 1

ISBN-13: 978-0-13-113162-0ISBN-10: 0-13-113162-1


CONTENTS

Suggestions for Use of Instructor’s Manual 5

Introduction Orientation to Supervision 6

Chapter 1 The Supervisor’s Role8

Chapter 2 The Supervisor’s Function in Organization, Administration, and Management

11

Chapter 3 Leadership, Supervision, and Command Presence 16

Chapter 4 The Training Function: Problems and Approaches 21

Chapter 5 The Instructional Process 24

Chapter 6 Interpersonal Communications 28

Chapter 7 Principles of Interviewing 36

Chapter 8 Some Psychological Aspects of Supervision 40

Chapter 9 Special Problems in Counseling and Remediation 44

Chapter 10 Employee Dissatisfaction, Grievances, and Complaints 49

Chapter 11 Discipline: Principles, Practices and Policies 53

Chapter 12 Personnel Complaint Investigation Procedures and Techniques 59

Chapter 13 Personnel Evaluation Systems 63

Chapter 14 Performance Rating Standards and Methods 66

Chapter 15 Distribution and Deployment of Field Forces 70

Chapter 16 Tactical Deployment of Field Forces 77

Chapter 17 Conference Leading 84


TEST BANK

Chapter 1 90

Chapter 2 95

Chapter 3 100

Chapter 4 105

Chapter 5 109

Chapter 6 114

Chapter 7 118

Chapter 8 123

Chapter 9 128

Chapter 10 133

Chapter 11 138

Chapter 12 143

Chapter 13 148

Chapter 14 152

Chapter 15 157

Chapter 16 162

Chapter 17 167

Test Bank Answer Key 172


SUGGESTIONS FOR USE OF INSTRUCTOR’S MANUAL

This Instructor’s Manual is designed to be used for a typical three-credit college course. It can also be used very easily for courses of greater or lesser length, at the Instructor’s discretion. In fact, the entire Manual has been designed to give maximum discretion to you, the Instructor. Use it to guide your course as much as you need; let it support your own expertise, teaching techniques, and the unique needs of your class.

There are detailed lesson plans for every chapter. These are intended to help you tailor your lesson plans to the needs of each class. Each chapter also has a number of Assignments offered. This puts more tools in your toolkit, to help you get the best fit between the material and the student. There should be more here than you will need.

There is an extensive bank of test questions. They will tell you how well your students are learning the material, and how well you are teaching them. Use them as starting points for your own test questions, or use them as they are. They are expertly written and will withstand all appeals.

In all cases, we have tried to help you get your students fully engaged as active learners. This book is very practice-oriented. The lesson plans and test questions have likewise been developed to help students get their hands on the subject. With your skill as a teacher and as a leader, they will not only learn about Police Supervision; they will learn how to become Police Supervisors.

Mary LeckbandHerb Williams


COURSE INTRODUCTION: ORIENTATION TO SUPERVISION

Objectives

1. To acquaint students with course purposes2. To familiarize students with rules, methods, and techniques to be followed in the course3. To give students an overview of course content

Teaching Outline

1. Students’ responsibilities, Instructor’s responsibilities2. How course will be conducted3. Why supervisory training is necessary4. Course overview

Activities

Activity 1: Course Procedural Requirements

Materials Needed: 1. Chalkboard/Whiteboard/Flip charts as desired2. Chalk or erasable markers3. Other visual aids as desired

Introduction: 1. Why understanding the rules of the school helps the student 2. How the class will be conducted3. Discuss readings4. Overview of course

Presentation: 1. What students can expect from instructor2. What is expected of students

(a) Assignments(b) Classroom participation(c) Exams/makeup policies(d) Grading policies

3. Discuss features of the syllabus, text book, bibliography4. Method of presentation5. Instructor, students, introduce themselves, any information

about themselves they want to share, briefly describe motivation for taking class

6. Motivation: Discuss why it is essential for supervisors to master principles and techniques of supervising people

a. Improve personal effectivenessb. Improve organizational effectivenessc. Maintain high morale and reduce grievances


d. Make job easiere. Increase capacity for promotion

7. Make transition into new position more comfortable

Assignment: 1. Collect any Activities from preceding chapter2. Read next chapter3. Be prepared to discuss Applied Knowledge Questions and Questions at end of chapter4. Assign selected Activity(s) for this chapter or for next chapter as appropriate

Application: 1. Have students discuss strictly supervisory tasks required of a police supervisor. Identify supervisory problems and successes they have seen or heard about.


CHAPTER 1: THE SUPERVISOR’S ROLE

Chapter Outline-Complete

The Supervisor’s PositionTechnical and Supervisory CompetenceOrganizational KnowledgeBasic Supervisory ResponsibilitiesSummaryReview

Objectives:

1. To become acquainted with the supervisor’s role2. To gain an understanding of the basic responsibilities of the supervisor3. To become familiar with the supervisor’s objectives

Chapter Overview:

The line supervisor has the most important supervisory role in the police department. He

is the single greatest influence on organizational productivity, as well as worker performance and morale. The position requires human relations skills, technical and organizational knowledge, and managerial expertise.

Outline: 1. The Supervisor as the critical team leader.2. The supervisor as a human relations expert3. Supervisory skill areas:

a. Technical competenceb. Supervisory and Management competencec. Organizational knowledge

Activities

Activity 1: The pivotal organizational role of the Sergeant

Materials Needed: 1. Chalkboard/Whiteboard/Flip charts as desired2. Chalk or erasable markers3. Other visual aids as desired

Assignment: 1. Collect any Activities from preceding chapter2. Read next chapter3. Be prepared to discuss Exercises and Questions at end of chapter4. Assign selected Activity(s) for this chapter or for next chapter as appropriate

Review: 1. Key points of preceding chapter


2. Discuss any Assignments from preceding chapter

Introduction: 1. Point out how supervisors exercise such strong influence over their subordinates.2. Have students give examples of how poor supervisory practices affect productivity, performance, and morale.

Presentation: 1. Distinguish supervision from management.2. List supervisory skill areas on a visual aid. Discuss how each is used.3. Discuss the supervisor’s need for technical knowledge, and how much of that knowledge the supervisor needs in order to be effective.6. Discuss the importance of communication.7. Discuss the Basic Supervisory Responsibilities.

Review: Key points

Application: Discuss Exercises at end of chapter as time permits

Test: Have students answer questions at end of chapter, time permitting


Chapter 1 Assignments

Assignment #1: Some Organizational Basics

1. Prepare a Table of Organization of your Department or simulate one. 2. Show the various levels of hierarchy.3. Identify lines of authority.4. Identify staff positions.5. Show the span of control of:

a. The Chief Executiveb. A Division Commanderc. A typical Lieutenantd. A Patrol Sergeant

Assignment #2: Some Basic Supervisory Responsibilities

Research three different police agencies: a municipal Police Department, a County Sheriff’s Department, and any third, different type of agency you choose. For each agency, list examples of each basic supervisory responsibility:

Planner Personnel Officer Trainer Controller Decision-maker and Communicator Leader

Write a report in which you compare and contrast how the basic supervisory responsibilities are similar, and in what ways they are different. Analyze why this is so.


CHAPTER 2: THE SUPERVISOR’S FUNCTION IN ORGANIZATION, ADMINISTRATION, AND MANAGEMENT

Chapter Outline-Complete

The Supervisor’s Administrative FunctionsBasic Organizational StructureDivision of WorkUnity of CommandSpan of ControlDelegationPersonnel DevelopmentThe Exception PrincipleCompleted Staff WorkSummary Review

Objectives

1. To gain an understanding of the types of organizational structures and how they can be used to aid in the management process

2. To become familiar with the supervisor’s administrative functions3. To become acquainted with the fundamental principles of organization,

administration, and management4. To gain an appreciation of how the tenets of administration and management

affect the supervisor

Chapter Overview

An organization is a structure through which people coordinate their efforts to accomplish common goals. The supervisor is responsible for leading their efforts to keep the work focused on the organization’s objectives. He accomplishes this through several administrative functions, including planning, directing, and controlling. Delegation is one of the supervisor’s most important tasks, which allows him more time to supervise while also increasing the worker’s capabilities.

Teaching Outline

1. Administrative functionsa. POSDCORBb. Types of plans

2. Types of organizational structures3. Principles of organizations4. Types of plans 5. Delegation

Activities

Activity 1: Supervisor’s Administrative Functions


Materials Needed: 1. Chalkboard/Whiteboard/Flip charts as desired2. Chalk or erasable markers3. Other visual aids as needed

Assignment: 1. Collect any Activities from preceding chapter2. Read next chapter3. Be prepared to discuss Applied Knowledge Questions and Questions at end of chapter4. Assign selected Activity(s) for this chapter or for next chapter as appropriate

Review: 1. Key points of preceding chapter 2. Discuss any Assignments from preceding chapter

Introduction: 1. Explain how the supervisor can do his job better with an understanding of the principles of organization, administration, and management2. Discuss why planning is the first administrative function

Presentation: 1. How can we define an organization2. What are the administrative functions of management

a. Review POSDCORBb. Have students give examples of each functionc. Discuss the planning function at each level of

authorityd. Discuss the features of each type of plan, examples of each, and the level at which they are typically made:

(1) Policies(2) Fiscal plans(3) Procedural plans(4) Tactical plans(5) Operational plans(6) Auxiliary services plans

Activity 2: Organizational Structure

Introduction: 1. Explain why a good organizational structure will perform poorly without good administration

a. Give examples of what happens when direction and control are absent


b. Explain why leading, directing, and controlling people are most important at the line supervisor’s level

Presentation: 1. Types of organizations (Visual aid) Lines of authority and responsibility

a. Have students distinguish various types on visual aidb. Have students discuss advantages and disadvantages of each

2. Give the four bases of dividing worka. Have students give examples of eachb. Describe how the principles of Specialization and Productivity are applied to the division of work

3. Discuss the application and purpose of Unity of Command

4. Span of Controla. Have students describe the different limiting factors

Activity 3: Delegation

Introduction: 1. Criticality of Delegationa. Have students give examples of reasons for Delegation

(1) How is Delegation a form of trainingb. Have students give examples of Failures of Delegationc. Discuss the correct process

Application: 1. Display organizational charts from early part of lesson. Have students discuss correct spans at each level, and reasons for the span they selected. Have students give examples of the tasks that may be delegated at each level and assignment 2. Discuss Applied Knowledge Questions as time permits

Review: Key points

Application: Discuss Exercises at end of chapter as time permits

Test: Have students answer questions at end of chapter, time permitting


TEST BANK

This section provides a bank of test questions for each chapter. The test bank follows this format:

Multiple Choice True or False Short Answer

Test questions for the chapters are followed by the answer key. This will enable instructors to copy questions directly for test use.


Chapter One: The Supervisor’s Role

Multiple Choice Questions

1. The process of directing and controlling people and things so that an organization’s objectives can be achieved is known as the _________________ process.a. Planningb. Managementc. Delegatingd. Leadership

2. As part of the management process, __________ refers to the act of overseeing people.a. Delegatingb. Administrationc. Planningd. Supervision

3. A worker’s performance and morale are strongly influenced by the management of the supervisor due in part to:a. The close relationship between the twob. The strong influence the superior exercises upon the subordinate’s

physical environmentc. The strong influence the superior exercises upon the subordinate’s

social environmentd. All of the above

4. Which of the following is not a level in the organization in which supervision takes place?a. Work levelb. First-line levelc. Middle management leveld. Executive level

5. In the law-enforcement community, first-level supervisors are of special importance because of the great need for:a. Planningb. Performancec. Teamworkd. Tradition

6. People are responsible for production and the _________ is responsible for people.a. Rulesb. Supervisor


c. Policiesd. Administrator

7. A supervisor must be good at handling people in order to be a successful _____________.a. Team memberb. Leaderc. Officerd. Rule maker

8. A good supervisor must do all of the following except:a. Develop the art of influencing othersb. Coordinate effortsc. Demand obedience, respect, and loyaltyd. Direct employees to proper goals

9. In gaining confidence and respect of subordinates, the supervisor must:a. Exemplify their personal conduct that is demanded from their

subordinatesb. Clearly detail and communicate the conduct they expect from their

subordinatesc. Generate rules and regulations on the conduct they expect from their

subordinates d. Set disciplinary principles for performance management on the

conduct they expect from their subordinates

10. A supervisor must be able to help to establish and achieve reasonable ________ for their subordinates.a. Careb. Goalsc. Charged. Command

11. The interests of management and the worker are:a. Identicalb. Competingc. Conflictingd. Divergent

12. In order for keeping up with his responsibilities for keeping his superiors informed through oral and written reports, the supervisor must keep himself informed through:a. Recordsb. Researchc. Inspectiond. All of the above

13. Good supervisors should do all of the following except:


a. marginal understanding of other scientific disciplines which have contributed to the science of leadership

b. good working knowledge of the principle aspects of the job for which they are responsible

c. keep themselves abreast of fundamental changes in practices, techniques, and procedures in order to be equipped to carry information to their subordinates from proper job performance

d. gain good working knowledge of the principles of organization, administration, and management

14. Organizational knowledge includes:a. Basic knowledge of the policies, rules, and objectives of the

organizationb. Understanding the legal ramification of his office and obligations for

the acts of his subordinatesc. Understanding of informal organizations within their departmentd. All of the above

15. Supervisory responsibilities include all of the following except:a. Line workerb. Planningc. Trainerd. Controller

16. Planning includes all of the following except:a. Inspecting work systemsb. Delegation of workc. Conducting studiesd. Analyzing data

17. Supervisors who are _______________ obtain better results than those that show no positive relationship between productivity of the subordinate to job satisfaction and the type of supervision received.a. Production-centeredb. Regulation-centeredc. Employee-centeredd. Performance-centered

18. To be a successful trainer, a supervisor must develop all of the following skills through increased understanding of which of the following?a. Individual differences upon learningb. Psychological factors of learningc. The learning processd. All of the above

19. One of the primary functions of the supervisor in which they often shape policy for the organization is known as:a. Controlling


b. Comptrollingc. Decision-makingd. Delegating

20. A major responsibility of every supervisor is to provide __________ for which they need to possess the traits of honorableness, courageousness, and vitality.a. Delegationb. Leadershipc. Decision-makingd. Planning

True or False

1. The worker’s performance and morale are strongly influences by the supervision that he or she receives.

2. A supervisor can be crippled by carrying democratic leadership too far with his subordinates.

3. The supervisor derives his authority from the persons he or she supervises.4. When delegating routine tasks to subordinates, the expert supervisor will

limit their authority and make them responsible for the final task.5. The common elements of supervision can be grouped under those

activities that relate to the direction of people and their development, but not their control or interpersonal relationships.

6. A successful supervisor is able to deal effectively with both the formal and informal organization.

7. Effective supervisors control their subordinates properly.8. The timing of communication has little impact on employees and how they

accept that communication.9. The manner in which the superior officer communicates with his

subordinates has a vital bearing upon their interpersonal relations.10. A supervisor who is a good leader will always stand by his convictions in

spite of adversity.

Short Answer

1. Name and describe two areas in which the supervisor should have and apply organizational knowledge in order to be effective.

2. Name and describe three areas of supervisory responsibility.


Chapter Two: The Supervisor’s Function in Organization, Administration, and Management

Multiple Choice Questions

1. In an organization, a structure through which people work is known as a:a. functionb. processc. groupd. force

2. POSDCORB is an acronym in management that stands for:a. Planning, Organizing, Staffing, Directing, Coordinating, Reporting,

and Budgetingb. Planning, Organizing, Structuring, Delegating, Coordinating,

Reporting, and Budgetingc. Planning, Organizing, Structuring, Directing, Controlling, Responding,

and Budgetingd. Planning, Organizing, Staffing, Delegating, Controlling, Responding,

and Budgeting

3. From the POSDCORB model, which component is the all important duty of interrelating the various parts of work:a. Planningb. Controllingc. Coordinatingd. Structuring

4. From the POSDCORB model, this component is the whole personnel function of bringing in and training the staff as well as maintaining favorable conditions of work:a. Planningb. Controllingc. Staffingd. Reporting

5. From the POSDCORB model, this function involves the supervisor forecasting the needs and problems and preparing plans to meet them?a. Reportingb. Planningc. Directingd. Budgeting

6. Plans which are prepared in order to meet exigencies encountered by police are known as what type of plans?a. proceduralb. structural


c. operationald. tactical

7. A type of plan which is designed for the purpose of giving guidance and directing personnel in the performance of their normal police activities is known as a ________ plan.a. proceduralb. structuralc. operationald. tactical

8. A plan that consists of a broad set of principles for the guiding of personnel in the accomplishment of general organizational objectives is known as _____________. a. rules and regulationsb. policiesc. fiscal plansd. auxiliary service plans

9. A plan that relates to such matters as budget preparation and the use and control of funds allotted for personnel, equipment, and supplies is known as _____________.a. rules and regulationsb. policiesc. fiscal plansd. auxiliary service plans

10. A plan that provides specific guides to both the conduct and performance of personnel is known as _______________.a. rules and regulationsb. policiesc. fiscal plansd. auxiliary service plans

11. From the POSDCORB model, this function involves the control of a subordinate’s activities and is the one function that consumes the majority of the supervisor’s time?a. coordinatingb. organizingc. directingd. staffing

12. From the POSDCORB model, this function ensures the unity of action not only between the individuals but also between the organizational units?a. coordinatingb. organizingc. directingd. staffing


13. The supervisor can establish a climate in which the spirit of cooperation will thrive among his subordinates by the use of ____________.a. attitudeb. rewardsc. rules and regulationsd. authority

14. There are different types of organizations, and a _____________ organization is one that divides responsibility and authority among several specialists within it.a. lineb. functionalc. departmentald. structural

15. In an organization, ___________ are established in order to designate how work is to be divided among the various components of the establishment.a. functionsb. hierarchiesc. structuresd. departments

16. In management, the dividing of work is a process which should involve both _________________________.a. research and synthesisb. analysis and researchc. research and statisticsd. analysis and synthesis

17. The number of subordinates that can be supervised effectively by one supervisor is known as the supervisor’s ______________________.a. span of authorityb. span of controlc. span of attentiond. span of power

18. A negotiated document describing the goals of the task, the management support promised, and the rewards and penalties to be expected is known as a________________:a. Win/Win Agreementb. Win/Loss Agreementc. Win/Goal Agreementd. Win/Reward Agreement

19. When delegating a task to an employee who is competent to perform it, the supervisor should also delegate ________.a. team membersb. authorityc. resources


d. rewards

20. The principle of ____________________ requires that the person to whom work has been assigned through the delegation process should always complete it to such an extent that the person who delegated the work is only left to approve it.a. exception principleb. completed delegationc. delegation to subordinatesd. completed staff work

True or False Questions

1. A supervisor’s job deals primarily with the directing of subordinates and he must not concern himself also with the internal conditions of the organization.

2. Plans may be classified into several types according to the purpose they serve.

3. Recruitment, training, and placement are proper and necessary staffing functions of each supervisor.

4. A straight line organization is the opposite of a military or departmental type of organization.

5. The functional organization in its pure form is most common in present-day organizations except at or near the top level.

6. When dividing work, homogenous work should be apportioned to the same unit.

7. The principle of specialization and the law of productivity require assigning to each worker the fewest possible kinds of tasks or operations in order to improve the quality and increase the quantity of his work and giving him the highest class of work for which his natural abilities fit him.

8. A supervisor cannot effectively reduce his span of control by delegating work.

9. The primary function of the manager is to preside over the process of delegation.

10. The exception principle is in direct opposition to that of the principle of delegation since it is independent of the effective application of the delegation function.

Short Answer:

1. Name and Define POSCORB:

2. Name and describe the three basic organizational structures.

TEST BANK ANSWER KEY


Chapter 1

Multiple Choice 1. B; p. 22. D; p. 23. D; p.24. A, p. 25. C; p. 26. B; p. 27. B; p.28. C; p. 29. A; p. 2-310. B; p.311. A; p. 312. D; p. 413. A; p.414. D; p.5615. A; p. 5-716. B; p. 5-617. C; p. 618. D; p. 619. C; p. 720. B; p. 7

True or False1. True p. 22. True p. 23. False p. 34. False p. 45. False p. 56. True p. 57. True p. 68. False p. 79. True p. 710. True p. 7

Short Answer

Question 1: Name and describe three areas in which the supervisor should have and apply organizational knowledge in order to be effective?Possible responses:

A Supervisor should have an understanding of the policies, rules, procedures, practices, function, and objectives of the organization.

A supervisor should also have an understanding of the functions and operations of his local subdivision of government and its relation to other government units.

The supervisor should have an understanding of allied agencies and the services that they can provide.


The supervisor should be familiar with the local political atmosphere, although careful not to conflicts of interests.

The supervisor should understand the legal ramifications of his office, his obligation, liabilities, and responsibilities for the acts of his subordinates.

The supervisor should have knowledge of the informal organizations and groups within his department to which his subordinates and superiors may belong.

The supervisor is familiar with the personnel rules, policies, and practices governing aspects of the job such as personnel, promotions, assignment, terminations, sickness benefits, retirement, disciplines, merit ratings, leaves of absences, contractual agreements, and vacation policies.

Question 2: Name and describe three areas of supervisory responsibility?

Planner- the supervisor must be an expert at planning operational activities and methods which includes inspecting work systems, conducting studies, analyzing data, and developing mature recommendation for constructive changes in organization and operations when necessary. Forecast future needs of the organization as part of the planning activities, anticipate problems, make decisions to solve problems, simplification of practices to increase efficiency , streamline procedures, reduction of paperwork, and effective use of personnel resources.

Personnel Officer – assign subordinates as scientifically as possible to the position for which they are best suited and to the places and at the times they are most needed.

Trainer – train their employees to be efficient, effective producers who gain satisfaction from their work. To be an effective teacher the supervisor must gain a knowledge and understanding of the learning process, the effects of the individual differences upon leaning, and the psychological factors involved in teaching.

Controller – control the subordinates properly and have proper follow-up to determine that rules and regulations have been followed and orders properly executed, never obstruct corrective action that is justified, and protect subordinated from unjust punishment.

Decision-maker and Communicator – make decisions that shape policy for the organization, communicate in a timely manner, as well as the location of communication in a manner for the message to have the greatest acceptance by the employees and increase interpersonal relations.

Leader – possess the traits of honorableness, courageousness, and vitality, be intelligent and both persuasive and flexible, use good common sense, motivate employees through positive incentives, provide opportunity for professional growth and development, and help them progress toward their goals. They should stand by convictions in spite of adversity and adopt new principles when the need for higher or better ones becomes evident.


Chapter 2

Multiple Choice

1. c, p. 102. a, p. 103. c, p. 104. c, p.105. b, p.116. d, p.117. c, p.128. b, p. 129. c, p. 1210. a, p. 12-1311. c, p. 1312. a, p. 1413. a, p. 1514. b, p. 1615. c, p.1816. d, p.1817. b, p.1918. a, p.2119. b, p.2120. d, p.23

True or False

1. False, p. 102. True, p. 113. True. P. 134. False, p. 155. False, p. 166. True, p. 187. True, p. 198. False, p. 209. True, p.2210. False, p.23

Short Answer

1. POSCORB: Planning, Organizing, Staffing, Directing, Coordinating, Reporting and Budgeting.

Planning: working out in broad outline the things that need to be done and the methods for doing them to accomplish the purpose set for the enterprise

Organizing: establishment of the formal structure of authority through which work subdivisions are arranged, defined, and coordinated for the defined objective


Staffing: the whole personnel function of bringing in and training the staff and maintaining favorable conditions or work

Directing: the continuous task of making decisions and embodying them in specific and general orders and instruction and serving as the leader of the enterpriseCoordinating: the all-important duty of interrelating the various parts of the work

Reporting: that is keeping those to whom the executive is responsible informed as to what is going on, which thus includes keeping himself and his subordinates informed through records, research, and inspection;

Budgeting: all that goes with budgeting in the form of fiscal planning, accounting, and control

2. The 3 basic organizational structures are: Line Organization; Functional Organization; and Line and Staff Organization.

Line Organization: The straight line organization, often called the individual, military, or departmental type, is the simplest and perhaps the oldest, but is seldom encountered in its true form in any but the smallest organizations. The channels of authority and responsibility extend in a direct line from top to bottom within the structure. Authority is definite and absolute. A line organization is utterly simple, it involves a division of work into unites with a person in charge who has complete control and who can be held directly accountable for results, or lack of them; quick decision making; and because responsibility is clearly fixed, discipline is easily administered, responsibility for decision making is well identified, and singleness of purpose is fostered; and the coordination of effort is relatively easy to achieve because functional overlapping between units, a prime cause of friction in any organization, can be minimized. Supervisory personnel in a line organization are too often required to perform the duties of specialists because little use is made of the latter for giving advice and counsel to line units; it is often difficult to establish functional definition at the outset; if jealousies exist between managers of the various unites, each unit will tend to become “departmentalized” with the result that harmony of operations will be reduced and internal friction will arise.

Functional Organization: In its pure form, a functional organization is rarely found in present-day organizations except at or near the top level. Establishments organized on a functional basis violate the prime rule that workers perform best when they have but one supervisor. The functional organization divides responsibility and authority among several specialists. The functional responsibility of each “functional manager” is limited to the particular activity over which he has control, regardless or who performs the function. Coordination of effort in this type of organization becomes difficult since the employees responsible for results may be subject to the functional direction of several persons. Discipline is difficult to


administer, and there may be considerable conflict among the functional administrators, resulting in much confusion among line personnel. Lines of authority and responsibility are fragments into many functional channels, making each supervisor responsible to several superiors based on the function he happens to be performing. A functional organization format is successful is a task force in that task forces can be very effective because they are highly focused on coordinated effort.

Line and Staff Organization: The line and staff organization is a combination of the line and functional types and is found in almost all but the very smallest police agencies today. It combines staff specialists or units with line organization so that the service of knowledge can be provided to line personnel by specialists. Channels of responsibility and authority are left intact since the specialist’s responsibility is to “think and provide expertise” for the line units, which are then responsible for “doing.” The line supervisor must remember that he obtains advice, not commands, from the staff specialist. In normal operations, the staff supervisor has line command only of those subordinates in his particular unit.


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