Criminal Justice 2011 Class Name, Maria (Maki) Haberfeld Date, Semester Chapter #: Integrity Management.

Criminal Justice 2011

Class Name,Maria (Maki)

HaberfeldDate, Semester

Chapter #:Integrity

Management

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"Given the nature of police work, it is no shame to find corruption within the service: the shame is not doing anything about it" 

   Anti-Corruption Task Force, 1999

Association of Chief Police Officers, U.K.

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Ambiguity of the Law

Some officers may come to believe that masterful police work often involves manipulation and situational application of the law to achieve enforcement objectives.

Due to the ambiguity of the law and the police’s situational interpretation of these legal mandates, the law itself contributes to unethical conduct.

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FRAMING THE PROBLEM (1)

NOBLE CAUSE CORRUPTION• Noble cause• Victim• Tower

ADAPTATION• The Asshole• Cynicism• Means-ends conflict

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FRAMING THE PROBLEM (2)

ECONOMIC CORRUPTION • Stages – The Slippery Slope• Typology (Kleinig, 1999)

-Corruption of authority -Kickbacks-Opportunistic theft-Shakedowns-Protection of illegal activities-The traffic fix-The misdemeanor fix-The felony fix-Direct criminal activities-Internal payoffs.

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THE PATH-GOAL THEORY OF LEADERSHIP-

Subordinates will be motivated if:• they are capable of performing their work• their efforts will result in a certain outcome• the payoffs for doing their work are worthwhile

Leaders help subordinates define their goals and clarify their work

Leaders remove obstacles and provide support

Leaders select a style of leadership that is best suited to their subordinates:

• directive leadership• supportive leadership• participative leadership• achievement-oriented leadership

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Leader Styles

Directive leadership gives subordinates instruction about the task (complex).

Supportive leadership attends to the well-being and the human needs of the subordinate (repetitive).

Participative leadership consults with the subordinate and integrates his/her suggestions (control).

Achievement-oriented leadership establishes a high standard of excellence (excel).

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Question 1:

Do officers in this agency know the rules?

Action Response:

If they do, fine.

Where they don’t, teach them.

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Question 2:

How strongly do they support those rules?

Action Response:

If they support them, fine.

Where they don’t, teach them why they should.

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Question 3:

Do they know what disciplinary threat this agency makes for violation of those rules?

Action Response:

If they do, fine.

Where they don’t, teach them

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Question 4:

Do they think the discipline is fair?

Action Response:

If they do, fine.

Where they don’t, adjust discipline or correct their perceptions.

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Question 5:

How willing are they to report misconduct?

Action Response:

If they are willing, fine.

Where they are not, find ways of getting them to do so.

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4

INTEGRITY

Recruitment

Training

Selection

15

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INTEGRITY

Recruitment

Training

Selection

PAST WORK EXPERIENCE

RACE / ETHNICITY

GENDER

AGE

EDUCATION

16

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INTEGRITY

Recruitment

Training

SelectionAVAILA

BLE

PROFESSIO

NAL

POLITIC

AL

17

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Recruitment

Training

INTEGRITY

Selection

IN-HOUSE

REGIONAL

STATE

18

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THE PENTAGON OF POLICE LEADERSHIP: A Regular Pentagon

Recruitment

Discipline

Supervision

Selection

Training

19

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An irregular pentagon

Recruitment

Selection Discipline

Supervision

Training

20

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Enhancing Police Integrity by C.Klockars, S. Kutnjak Ivkovich and M.R. HaberfeldContours of Police Integrity by C. Klockars, S. Kutnjak Ivkovich and M.R. HaberfeldPolice Leadership by M.R. Haberfeld

Publications