Plan of Action: Determine an Action Plan to Address a Crisis in the Patrol Division

You are the swing shift (2:00 p.m. to 11:00 p.m.) commander (Police Captain) for the patrol division in a large U.S. city (population 2,000,000) in 2021. You have been a police officer and leader for 28 years and have a B.S. degree in Management from a well-respected university (National University) that delivers its courses primarily online. The recent “defund the police movement,” which has impacted your city with police budget cuts, has seriously and negatively affected morale, particularly in the patrol division. You suspect the majority of the officers in the patrol division have engaged in what is currently referred to as de-policing. A monthly report you receive shows self-initiated activity (vehicle stops, “walking stops”, etc.) have dropped by more than 50% over the last 8 months. Sick days off have increased 20%. Retirements have gone from 2 per month to 10 per month and other-agency transfers have increased from 1 per month to 6 per month. Your patrol division is down from 1100 officers to 900, a 17 percent drop. Calls for service have increased by 15% and this increase is primarily emergency calls of felony crimes in progress. Emergency calls are taking an unprecedented 25 minutes on average to respond to. The chief is furious, and they have delegated to you the responsibility of preparing a plan of action to “get things back to normal.” 

Assignment Criteria

Prepare this plan of action using the following criteria to guide your work. There is a template included in the Module 1 resources of the Libguide for this course.

  • Background: Introduce your audience (the chief) to the scenario as explained above (approximately 0.5 page).
  • Literature Review: The literature review must be a summary of the readings you completed in CJA690A, the first part of your Capstone. You are not required to summarize all the articles; only the ones you believe are applicable. You are also not obligated to use only the articles in CJA690A. You are encouraged to use any NU peer-reviewed articles that you find in a search of the NU Library. Three subcategories are required: De-policing (about 3 pages), sampling in social science research (about 0.5 pages), and crisis leadership (about 2 pages).
  • Questionnaire: In this questionnaire, you are trying to determine some of the issues that are causing the low morale in the patrol division. The questionnaire will be given to all three patrol watches. In developing this questionnaire, use the Likert type scale (See provided template in Modules 1’s resources). Explain how you will administer the questionnaire. For example, sample size, how the sample will be determined — simple random sample or stratified random sample (See article on types of samples). How will you interpret the results of the questionnaire? (approximately 2 pages). NOTE: Do not administer your survey to anyone as conducting research with human participants requires IRB approval. This is a hypothetical exercise based on the scenario provided above.
  • Plan of Action: Assume your questionnaire reveals that morale is extremely low. Using this finding, develop an action plan with recommendations involving all “stakeholders.” For example, can mental health and homelessness calls be better handled with little to no response from the PD? How will you appeal to the city council for quid pro quo? (approximately 3.5-4 pages).
  • Provide a brief conclusion.

Total Length: 9-12 pages, not including title and reference pages

References: Support your assignment with at least 5 scholarly and/or professional resources cited a minimum of 5 times each.

The completed assignment should address all the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards (where appropriate).

When applicable, conduct a Turnitin pre-check

REFERENCES:

Birzer, M. L., Bayens, G. J., & Roberson, C. (2012). Principles of Leadership and Management in Law Enforcement [E-book]. Chapter 4. Taylor & Francis. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=1449577

  • This e-book, Chapter 4, covers the most accepted leadership styles in law enforcement.

The importance of mindset in policing | Chip Huth | TEDxTacoma. (2015, April 20). [Video]. YouTube. https://www.youtube.com/watch?v=4_29TS6jjsA

  • This TEDx video presents a captain on the Kansas City PD who tells how the department began to change dramatically to be more community-policing oriented. The importance of mindset in policing.

Policing the Bridge | Tim Mcmillan | TEDxSavannah. (2017, May 25). [Video]. YouTube. https://www.youtube.com/watch?v=lz7fva4OQzo

  • This TEDx video by Lt. McMillian tells the4 heartwarming account of Lt. McMillian’s encounter with an African-American youth during a vehicle stop.

Mending broken trust: Police and the communities they serve | Charles Ramsey | TEDxPhiladelphia. (2016, February 8). [Video]. YouTube. https://www.youtube.com/watch?v=mbNCatXqcLw

  • This TEDx video by former Philadelphia Police Chief Charles Ramsey discusses how policing must change for the better.

Ennis, R.H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 4-10. Retrieved on 9-10-2022, from http://dx.doi.org/10.3102/0013189×018003004

  • This article posits that the meaning of critical thinking is often unclear and discussions of it are sometimes confusing and at cross-purposes. The author offers a number of distinctions, including a distinction among three versions of subject specificity: domain, epistemological, and conceptual.

Ghanizadeh, A. (2016, July 21). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74, 101-114. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.jstor.org%2Fstable%2F26448747

  • This article assesses the associations among higher-order thinking skills (reflective thinking, critical thinking) and self-monitoring that contribute to academic achievement among university students. The study sample consisted of 196 Iranian university students (mean age= 22.05; SD= 3.06; 112 females; 75 males) who were administered three questionnaires.

Lipman, M. (1988). Critical thinking—What can it be? Educational Leadership, 45, 38-43. https://www.proquest.com/docview/224859179

  • This article stresses that if we are to foster and strengthen critical thinking in schools and colleges, we need a clear conception of what it is and what it can be. We need to know its outcomes, and the underlying conditions that make it possible.

Kuhn, D., & Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice, 43, 268-273. https://www.jstor.org/stable/3701534?saml_data=eyJzYW1sVG9rZW4iOiIxNjI4YTEzMy1hYjk3LTQ4ZDEtYTg1My03NTZjYWFkN2VkODgiLCJpbnN0aXR1dGlvbklkcyI6WyI3YmU3NWE2Ny03ZjIxLTRhMDQtODJlYi03N2Y3NzZiNWE5MDAiXX0#metadata_info_tab_contents

  • This article questions the current method of teaching critical thinking skills that will prepare students to contribute to a democratic society. The authors posit that teachers would benefit from an understanding of the mechanisms involved in metacognition and how to foster it. 

McMillan, J.H. (1987). Enhancing college student’s critical thinking: A review of studies: Research in Higher Education, 26, 3-29. This article examined twenty-seven studies that investigated the effect of instructional methods, courses, programs, and general college experiences on changes in college students’ critical thinking skills. The conclusion was that the use of specific instructional or course conditions to enhance critical thinking are not working. 

https://www.jstor.org/stable/40195772

  • Information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

Strickland, G. (1991, April). Critical thinking: The importance of teaching. Retrieved on September 22, 2022, from https://files.eric.ed.gov/fulltext/ED336783.pdf

  • This article takes issue with tests that employ strictly multiple-choice, true-false, and fill-in-the-blank questions that do not assess critical thinking. The author posits that teachers should structure thought-provoking questions that challenge students to use critical thinking.
  • Cities Consider Taking Police Out of Traffic Stops

    Crowe, C. (2021, June 3). Cities consider taking police out of traffic stops. Smartcitiesdive. 
    This article covers a recent phenomenon in the realm of de-policing and that is taking police out of traffic stops. The City of Brooklyn Center, Minnesota, passed a package of reforms, one of which calls for unarmed civilians replacing sworn police officers for certain traffic violations.
  • The Rhetoric of De-policing: Evaluating Open-Ended Survey Responses from Police Officers with Machine Learning-Based Structural Topic Modeling

    Mourtzos, S. M., & Adams, I. A. (2019). The rhetoric of de-policing: Evaluating open-ended survey responses from police officers with machine learning-based structural topic modeling. Journal of Criminal Justice, 64, 61-73. https://doi.org/10.1016/j.jcrimjus.2019.101627 
    This article used structural topic modeling (STM) which is a method of interpreting open-ended survey questions to gather data on police officer attitudes vis-à-vis the communities they serve and the phenomenon of de-policing.
  • De-policing

    Rushin, S., & Edwards, G. (2017). De-policing. Cornell Law Review, 102(3), 721-724. 
    This article looks at the possibility of continuing laws that regulate policing as one cause of de-policing. The researchers used regression analyses of an existing data set of police departments that were under Federal monitoring per USC §14141.
  • De-policing and What to do About it

    VerBruggen, R. (2021, October 28). De-policing and what to do about it. 
    This article examines the “Ferguson Effect” on de-policing.

Sampling in Social Sciences

  • Using Likert-type Scales in the Social Sciences

    Croasman, J. J., & Ostrum, L. (2011, November 1). Using Likert-type scales in the social sciences. Journal of Adult Education, 40(1), 19-22. 
    This article covers in detail how to properly prepare Likert-type questionnaires.
  • Developing Likert-scale Questionnaires

    Nemoto, T., & Beglar, D. (2014). Developing Likert-scale questionnaires.
    This article also explains how to develop and administer a Likert-type questionnaire.

Crisis Leadership

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