Welcome to the NJSACOP Command and Leadership Program Practical Testing Module.

Welcome to the NJSACOP Command and Leadership Program

Practical Testing Module.

Please place your program in Slide Show Mode in order to begin. There is a navigation bar at the bottom of each

page that will take you through the entire module. Simply place your cursor over the process you want to

follow and left click from your mouse.

To start your tour, left click on CONTENTS PAGE, located at the bottom right of this page. If you wish to end your

tour now, simply left click on END.

On behalf of the entire Command & Leadership Staff, we hope this Practical Tutorial, aids you in a complete grasp

of the program concepts and process.

CONTENTS PAGE END

END

AREA ITHE LEADERSHIP SYSTEM

Lesson #5Transformational Theory

Lesson #9Path Goal Theory

Lesson #8Situational Leadership

Lesson #4Leader Member Exchange

Lesson #3Leadership as Interpersonal

Influence

TESTING CONTENTS:Simply place your cursor over the Chapter Number in Green and Left click to begin that chapter. If you wish to enter another Chapter or Area, simply hit

the Escape Key, close this Chapter, and return to the main folder.

TO THE QUESTIONS CONTENTS PAGE END

This exercise provides practice at looking at situationsand identifying the indicators of an in-group relationship.

Read each scenario and then choose the in-groupindicator most clearly portrayed. There may be more

thanone correct response for each scenario.

INSTRUCTIONS: Read the following brief situations and then select from the included list, a concept which helps to account for the

indicators of an in-group relationship.

Simply place your curser on the answer you want to select and left click with your mouse. This will take you to a response page

indicating that you have made the correct or incorrect selection. At the bottom of each page is a navigation tool bar that will aid you in

working your way through the entire practice testing module.

CHAPTER #4Leader Member Exchange

TO THE QUESTIONS CONTENTS PAGE END

A. High Degree of Communication of Information

B. Influence in Decisions C. Priority of Task Assignment

Leader Member ExchangeChapter #4 Part #1 Question #1

NEXT TEST CONTENTS PAGE END

D. Job Latitude E. Support F. Attention

When Captain Roberts, the shift commander, walked into the drill room to see the roll call training of Alpha Squad,

he stopped by to talk to the squad leader, Lieutenant Smith. He told Lieutenant Smith that he had just been in

a meeting with the Operations Commander. In the meeting he was told that the new Chief was really hot on

training so don't be surprised if he comes out and inspects your training today. Captain Roberts didn't

mention this tothe other squad leaders.

BACK TO THIS QUESTION NEXT TEST ENDCONTENTS PAGE

When Captain Roberts, the shift commander, walked into the drill room to see the roll call training of Alpha Squad, he stopped by to

talk to the squad leader, Lieutenant Smith. He told Lieutenant Smith that he had just been in a meeting with the Operations Commander.

In the meeting he was told that the new Chief was really hot on training so don't be surprised if he comes out and inspects your training today. Captain Roberts didn't mention this to the other

squad leaders.


A: CORRECT. This is an example of high degree of communication of information. The shift commander is communicating privy

information to a selected subordinate.

PLEASE TRY AGAIN NEXT TEST ENDCONTENTS PAGE




squad leaders.

B. Influence in Decisions

B: INCORRECT. Sorry. This is not an example of influence in decisions. If the Shift Commander had asked Sergeant Smith for

input on how the company should deal with the new Chief of Police, then he would be letting the Sergeant have an influence in decisions.

Because Captain Roberts did not ask for input, this indicator is not present.





squad leaders.

C. Priority of Task Assignment

C: INCORRECT. Sorry. This is not an example of priority of task assignment. The scenario provides no evidence that Captain Roberts

assigns desired or critical tasks to Sergeant Smith.





squad leaders.

D. Job Latitude

D: INCORRECT. Sorry. There is not enough evidence showing that Captain Roberts does or does not provide autonomy to Sergeant

Smith when he assigns tasks.





squad leaders.

E. Support

E: INCORRECT. Sorry. Although Captain Roberts seems to communicate well with Sgt. Smith, there is no evidence that Captain Roberts would go out of his way to back up Sergeant Smith should

the Sergeant fail at a task.





squad leaders.

F. Attention

F: INCORRECT. Sorry. There is not enough evidence showing that Captain Roberts is Sergeant Smith's mentor. Although the

information he provides to Sergeant Smith is useful, it is not something such as career related advice which would clearly indicate

that the indicator "attention" was present.






Lieutenant Rogers has been working in the Supply Office for 3 months. Her boss, Captain Barstow, typically assigns

Lieutenant Rogers a task and a due date and sends her off to accomplish the task. Two weeks ago when the

Deputy Chief told Captain Barstow that Lieutenant Rogers failed to submit a request for training videos for the Domestic Violence course, Captain Rogers told the

Deputy Chief that it wasn't Rogers' fault because she had recently been assigned more tasks than most lieutenants

could handle.



Lieutenant Rogers has been working in the Supply Office for 3 months. Her boss, Captain Barstow, typically assigns Lieutenant

Rogers a task and a due date and sends her off to accomplish the task. Two weeks ago when the Deputy Chief told Captain Barstow

that Lieutenant Rogers failed to submit a request for training videos for the Domestic Violence course, Captain Rogers told the Deputy Chief that it wasn't Rogers' fault because she had recently been

assigned more tasks than most lieutenants could handle.

A: INCORRECT. Sorry. This is not an example of high degree of communication of information. There is not enough evidence to

conclude that Captain Barstow and Lieutenant Rogers have a highdegree of communication.







B: INCORRECT. Sorry, the scenario does not provide any information which would indicate that Lieutenant Barstow has an

influence in decisions with Captain Barstow.







C: INCORRECT. Sorry. The scenario does not give any information which shows that Captain Barstow gives preference to Lieutenant

Rogers in the assignment of desired or critical tasks.


D. Job Latitude





D: CORRECT. Good job. This is an example of job latitude. You can see how Captain Barstow provides a lot of freedom to

Lieutenant Rogers in how she should accomplish her job. By only assigning a task and due date, Captain Rogers is demonstrating that

he has full confidence in Lieutenant Rogers' ability to complete a task with minimal guidance. There is one other indicator present;

can you determine which one it is?


E. Support





E: CORRECT. Captain Barstow clearly provides support to Lieutenant Rogers by going to the Deputy Chief and stating that the

failure to submit the request for the DV Training videos was not Lieutenant Rogers fault. There is one other indicator present; can

you determine which one it is?


F. Attention





F: INCORRECT. Sorry. This is not an example of attention. There is no evidence in the scenario that Captain Barstow is serving as the

mentor for Lieutenant Rogers.






When Captain Johnson, the commander of Alpha Platoon, told his leaders that the Deputy Chief said that A Platoon could participate in F.A.T.S. Training or Paintball Shooting

exercises his Lieutenant and 1st Squad Sergeant approached him and said that they thought the best

training would occur in F.A.T.S. Immediately, Captain Johnson called the Deputy Chief and said his platoon

would go to the F.A.T.S. Training.



When Captain Johnson, the commander of Alpha Platoon, told his leaders that the Deputy Chief said that A Platoon could participate in F.A.T.S. Training or Paintball Shooting exercises his Lieutenant and 1st Squad Sergeant approached him and said that they thought the best training would occur in F.A.T.S. Immediately, Captain Johnson

called the Deputy Chief and said his platoon would go to the F.A.T.S. Training.

A: INCORRECT. Sorry. This is not an example of high degree of communication of information. Captain Johnson told all his leaders that the unit had some training opportunities opening up for them.

If he had only told his Lieutenant and Squad Sergeant, then this probably would indicate a high degree of communication of

information.





B: CORRECT. Captain Johnson clearly was influenced by the input of the Lieutenant and Squad Sergeant since he immediately called the

Deputy Chief and chose the option recommended by those subordinates.





C: INCORRECT. Sorry. This is not an example of priority of task assignment. There is no evidence showing that Captain Johnson is assigning desired or important tasks to the Lieutenant or 1st Squad

Sergeant.


D. Job Latitude



D: INCORRECT. Sorry. There is no information which would indicate that Captain Johnson provides a great deal of freedom to the

Lieutenant or 1st Squad Sergeant while they are accomplishing assigned tasks.


E. Support



E: INCORRECT. Sorry. There is no indication that Captain Johnson would stand behind the activities of any of his subordinates.


F. Attention



F: INCORRECT. Sorry. Although Captain Johnson is clearly influenced by the Lieutenant and 1st Squad Sergeant, there is no

evidence that he has a mentor-protégé type relationship with them.






After serving 13 months as a platoon supervisor, Lieutenant Baker was ready to move to a new job. When he went in to his commander to ask for advice about what position he should request, his Commander told him that

he had talked to the Investigations Commander and gotten Baker assigned as the new Vice Section leader.

The commander told Baker that this was the most sought after job in the Department and was definitely a positive

career move.



After serving 13 months as a platoon supervisor, Lieutenant Baker was ready to move to a new job. When he went in to his commander

to ask for advice about what position he should request, his Commander told him that he had talked to the Investigations

Commander and gotten Baker assigned as the new Vice Section leader. The commander told Baker that this was the most sought after job in the Department and was definitely a positive career

move.

A: INCORRECT. Sorry. This is not an example of high degree of communication of information. There is not enough evidence to

conclude that the Commander provides privy information to Lieutenant Baker.






move.

B: INCORRECT. Sorry. This is not an example of influence in decisions. The Commander had made the decision to see the Deputy

Chief before Baker had discussed his future with him.






move.

C: INCORRECT. Sorry. This is not an example of priority of task assignment. Although the Commander put forth the effort to get Baker a good job, there is no evidence that any other officers were competing for the position. If all three of the platoon supervisors

wanted the Vice job, then this answer would be appropriate.


D. Job Latitude




move.

D: INCORRECT. Sorry. There is no evidence showing that the Commander provides autonomy to Lieutenant Baker.


E. Support




move.

E: INCORRECT. Sorry. Although the Commander clearly respects the ability of Lieutenant Baker, there is no evidence which shows that

the Commander would support Lieutenant Baker if he messed something up.


F. Attention




move.

F: CORRECT. This is an example of attention. The Company Commander is clearly looking out for the best interests and future of

Lieutenant Baker and therefore approaches the Deputy Chief to obtain the best position available for Baker. The Commander is

looking out and trying to manage the career of an in-group subordinate.






Every time Alpha Platoon was assigned the mission of being responsible to staff the overtime DWI Task Force, Captain Smith, the Platoon Commander, assigned 1st

squad to be the detailed squad. Although all the squad leaders wanted to be assigned to the DWI Task Force, he knew he could count on the 1st Squad leader to get the

job done right.



Every time Alpha Platoon was assigned the mission of being responsible to staff the overtime DWI Task Force, Captain Smith, the Platoon Commander, assigned 1st squad to be the detailed squad. Although all the squad leaders wanted to be assigned to the DWI

Task Force, he knew he could count on the 1st Squad leader to get the job done right.

A: INCORRECT. Sorry. This is not an example of high degree of communication of information. There is no evidence which indicates that Captain Smith and the 1st Squad leader have a high degree of

communication.





B: INCORRECT. Sorry. Although the assignment as the DWI Task Force is highly desirable, there is no evidence that the 1st Squad

leader influenced the Commander's decision.





C: CORRECT. Captain Smith clearly thinks of the 1st Squad leaderas an in-group member and therefore assigns him the desired task of

being the DWI Task Force.


D. Job Latitude



D: INCORRECT. Sorry. There is no information which would indicate that Captain Smith provides a great deal of freedom to the

1st Squad leader in the accomplishment of his mission.


E. Support



E: INCORRECT. Sorry. Although Captain Smith trusts the 1st Squad leader, there is no evidence to indicate that he would stand behind

him should he fail at an assigned mission.


F. Attention



F: INCORRECT. Sorry. Although the job of being the DWI Task Force leader probably develops the 1st Squad leader, there is really no

evidence in the scenario which indicates that Captain Smith made this assignment because he thinks it will develop the 1st Squad leader

or because he thinks it is a career enhancing move.

Chapter #4Leader Member Exchange Practical Exercise

Part 2

INSTRUCTIONS: In this part of the practical exercise you will be given a short case study with which to practice the lesson goal. You will need pencil and paper for this part. After reading the case, you will need to apply the lesson goal. Use the tool bar at the bottom of the

pages to scroll back to the case study as needed.

With your pencil and paper write down the:Areas of Interest

The Analyze step The Explain step,

And the Select step

Good luck. Remember, you get out of this what you put into it, so give it a good effort. It is important to understand how to apply the

lesson goal to an actual case.

READ THE CASE STUDY CONTENTS PAGE END


A. O. I.s CONTENTS PAGE END

As a Lieutenant in a patrol squad I had just completed my performance counseling of my squad sergeants. The sessions with three of my squad sergeants had gone well. I

felt that I had provided good feedback to them and in return had received quality feedback from them. My session with the Fourth Squad Sergeant, Sergeant Neblett,

had been a surprise. Although he and I had never really "clicked," we had always maintained a professional relationship. I was therefore not anticipating the feedback I

received from Sergeant Neblett. Neblett stated that he didn't feel part of the team. He said that he felt that since he was the only college graduate among the squad

sergeants that he was treated as an outsider. When I asked him for specifics, he stated that he felt his platoon was always assigned to do twice as many nuisance calls as the

other squads. This really ticked his squad off and resulted in some arguments with other squads. He also felt that since he had watch desk duty until 1930 hours, he often missed the sergeant meetings and when he came to me to get the poop, I was usually busy studying and therefore provided minimal information. He also stated that when he got written up for failure to supervise, I didn't go to bat for him with the Captain

when I knew it wasn't his fault. Finally, when he came to me and recommended that the platoon party, which I wanted to have to build cohesion be held at the ski lodge, I

opted for the 2nd Squad sergeant's suggestion that it be held at the PBA Hall. This caused a lot of people not to come that would have come had it been at the ski lodge.

When I asked my Administrative Sergeant what he thought of Sergeant Neblett's comments, he said he sided with Sergeant Neblett.

Write down a list of your AREAS OF INTEREST.

When you are finished. Left click on A.O.I.s.


A. O. I.s CONTENTS PAGE ENDREAD THE CASE STUDY

The following is a short list of AOI's.

1. Neblett stated that he didn't feel part of the team.2. Neblett felt that he was treated as an outsider.3. Neblett felt that his platoon always was assigned to do twice as

many nuisance calls.4. The nuisance call disparity resulted in arguments among Squads.5. Neblett felt that I was too busy to provide him required

information.6. Neblett didn't think I went to bat for him with the Captain.7. My platoon party location decision resulted in people not coming.

LEFT CLICK ON ANALYZE WHEN YOU ARE READY TO MOVE TO THE NEXT STEP.


ANALYZE CONTENTS PAGE ENDREAD THE CASE STUDY

Using the course guide, write down an ANALYZE step.

When you are finished. Left click on ANALYZE.


ANALYZE CONTENTS PAGE ENDREAD THE CASE STUDY

1. For the Lieutenant, the out-group member is Sergeant Neblett. It can probably be inferred from the case that the other three squad sergeants are in the in-group.2. For the Lieutenant/Sergeant Neblett dyad, the following indicators are missing: a) Influence in decisions - Neblett was not able to influence the platoon party location even though it appears he had a better

plan. b) Priority of task assignment - Neblett's squad was assigned the disliked duty of additional nuisance calls more than the in-group platoon sergeants. c) Support - The Lieutenant didn't support Neblett when he was written up.

LEFT CLICK ON EXPLAIN WHEN YOU ARE READY TO MOVE TO THE NEXT STEP.


EXPLAIN CONTENTS PAGE ENDREAD THE CASE STUDY

Write down an EXPLAIN step based on the lesson goal in the course guide.

When you are finished. Left click on EXPLAIN.


EXPLAIN CONTENTS PAGE ENDREAD THE CASE STUDY

Because the Lieutenant has dealt with Neblett as an out-group subordinate he has caused arguments to break out among the

squads due to the disparity in nuisance call assignments. This is AOI 4. Additionally, by not taking Neblett's input he caused a lot of people to not come to the platoon "cohesion“ party. This is AOI 7.

LEFT CLICK ON SELECT WHEN YOU ARE READY TO MOVE TO THE NEXT STEP.


SELECT CONTENTS PAGE ENDREAD THE CASE STUDY

Write down the correct SELECT step for this case.

When you are finished. Left click on SELECT.


SELECT CONTENTS PAGE ENDREAD THE CASE STUDY

Strategies to provide opportunities for Sergeant Neblett to become part of the in-group could be any or all of the following:


END

Provide a High Degree of Communication of Information to Him

Allow Him Influence in Your Decisions and Utilize His Ideas if they are Good Plans

Inform Him of the Priority of Task Assignments

Allow him Job Latitude to Show you Believe in Him

Show Him Your Support as well as the Support of the Other Sergeants

Attention, Provide Him with Opportunities to Show his Abilities

YOU HAVE NOW COMPLETED CHAPTER #4.

Welcome to the END of the Practice Exam for Chapter #4.

If you wish to discontinue your work until another time, simply hit the Escape Key on

your keyboard then end the Program.

If you wish to continue, click on the CONTENTS PAGE at the bottom right of your screen and pick another chapter to work on.

CONTENTS PAGE

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Welcome to the NJSACOP Command and Leadership Program Practical Testing Module.

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