Attachment H-Professional Development Objectives.pdf

POST Background Investigator Course Objectives:

1. Define the requirements for the hiring of new Peace officers.

2. List the areas of mandatory topics required in NAC 289.110.

3. List the areas that shall be included in a completed background.

Basic Instructor Development Course Objectives;

As a result of participating in the Instructional Basics Module, students will be able to…

Explain a minimum of five basic attributes which contribute to good instructor development, without referencing any notes

Identify five of the nine roles of an effective instructor, without referencing any notes.

Describe the expected core competencies of a facilitator by naming a minimum of three of the six competencies, without referencing any notes.

Discuss characteristics of the three types of learners, without referencing any notes.

Describe seven of the ten steps to providing effective and worthwhile instruction, without referring to any notes

As a result of participating in the Adult Learning Concepts Module, students will be able to…

Explain three differences between pedagogy vs. andragogy, without referencing any study materials.

Describe five assumptions about the characteristics of learners according to Malcolm Knowles and other researchers, without referencing any notes.

Summarize the three components of the the VAK acronym of learning styles, without referencing any notes.

State two physical factors and two emotional factors of learning environment conditions that may affect learning, without referencing any study materials

As a result of participating in the Writing Instructional Goals and Objectives Module, students will be able to…

Explain three characteristics of an instructional goal, with 100% accuracy.

Summarize a minimum of three characteristics of a performance objective, using clear and concise explanations.

Write a minimum of five instructional goals based upon needs assessments, with clarity for a reader to understand.

Recall a minimum of two verbs from each of Bloom’s Levels of Understanding, with 100% accuracy.

Write a minimum of three performance objectives for two instructional goals written in Performance

Objective “C”, which include the “ABCD” components of writingobjectives and Bloom’s Learning Level verbs.

As a result of participating in the Lesson Plans Module, students will be able to…

Explain the importance and purpose of a lesson plan, without referring to any notes.

Name the two pre-planning components which should be done before writing a lesson plan, without referring to any study materials.

Discuss a minimum of five components of a properly prepared lesson plan, with 100% accuracy.

Identify the five general stages in the development of the Presentation Guide, with 100% accuracy.

Summarize the three factors to consider when determining whether an outline or narrative form of a

Presentation Guide is more appropriate to design.

As a result of participating in the Testing and Evaluation Module, students will be able to…

Summarize purposes and reasons for evaluations in an instructional setting, to include differentiations between instruction, instructor, and student, in a clear and concise manner.

Differentiate between objective and subjective testing by classifying various test forms, with 100% accuracy.

Compare and Contrast at least three types of evaluative testing methods, without referring to notes.

As a result of participating in the Methods of Instruction Module, students will be able to…

Discuss at least three methods of instruction, clearly and in a detailed manner.

List five facts to consider when choosing methods of instruction, without referring to anynotes.

As a result of participating in the Introduction to Instructional Media Module, students will be able to…

Define the term “instructional media”, in a clear and concise way.

Discuss at least three reasons for using instructional media, without referring to any notes.

Summarize a minimum of three guidelines for using a variety of instructional media, without having to refer to any class notes.

Explain the “Cone of Learning” concept, by writing a short essay within the testing timeframe.

What is Instructional Media? Whiteboards? Instructor?

Student Teaching Exercise

Basic Investigator Course

II. MANAGING THE CRIME SCENE (1 hours) A. Physical Evidence in a Criminal Investigation

1. Concept of Physical Evidence

a. What Physical Evidence can do for your investigation?

b. Individual vs. Class Characteristics – Identifying the Best Physical Evidence for an Investigation

c. Locard Exchange Principle and the Crime Scene

d. Utility of Forensic Databases (i.e. AFIS / CODIS / IBIS etc.)

B. Crime Scene Management

1. General Sequence of events at a Crime Scene

a. Strategy and approach

b. How each impacts potential evidence

2. Recognizing Physical Evidence at the Scene: Detection of latent evidence

3. Recording the Crime Scene

a. Notes

b. Sketch

c. Video

4. Processing Forensic Evidence

a. Presumptive field testing

b. Casting

c. Fingerprints

d. Techniques that can enhance your chance of discovering evidence

e. Experts

5. Preserving Evidence

6. Special Circumstances (i.e.: Luminol)

III. HANDLING EVIDENCE

(1.5 hours)

A. Handling Evidence / Packaging and Preserving Physical Evidence

1. Packaging materials

2. Preserving evidence in the freezer, refrigerator or room temperature

3. Proper ways of collecting evidence and swabbing items at the crime scene

4. Submitting to the Crime Lab

B. Biological Evidence from the Crime Scene to the Crime Laboratory

1. DNA/Biological Evidence – Detection at the Scene

a. Presumptive Field Tests for blood b Blood Enhancement Techniques

2. DNA Made Easy For Law Enforcement

a. What can DNA do for your Investigation?

b. Possible Outcomes of DNA Results

c. Making Sense of your Crime Lab DNA Report / Standard Language used in DNA Reports

3. CODIS: How the Combined DNA Database Can Help Your Investigation

IV. CRIME SCENE RECONSTRUCTION / PRACTICAL

(1 hour) A. Processing of Crime Scenes by Students

1. Photography

2. Evidence Collection and Packaging B. Reconstruction of Crime Scenes

1. Bloodstain patterns

2. Trajectory

3. Victim/suspect injuries

C. Evidence Presentation and Critique of Collection/Packaging

V. INTERVIEW AND INTERROGATION (8 hours) A. Interrogation Law

1. Scenarios presented and discussed

4. Discussion

5. Final questions and answers B. Interview and Interrogation Techniques

1. Definitions

a. Interview

b. Interrogation

c. Communication

2. Preparation

a. DiSC/Behavioral Styles

b. Audio or Video usage

c. Differences and disabilities

d. Personal Information

e. Legal Issues

f. Proxemics

g. Closing

h. Clothing

3. Communication

a. Verbal

1) The word - 7.5%

2) Intonation - 37.5%

b. Non-verbal (Body Language) - 55%

4. Observation Skills

a. Stalls

b. Attitude Posture

c. Gross Body Movements

d. Eye Contact

e. Grooming Gestures

f. Look for Multiple Gestures

C. Interview Types

1. Free Format Interview

a. Rapport Building

b. Narrative

c. First Echo

d. Who, What, How, When, Where & Why Questions

e. Second Echo

f. Final Version - Tells meaning of statement

2. Cognitive Interview

a. Rapport (Take Your Time)

b. Reconstruction of the Circumstances

c. Tell Everything - Be Complete

d. Change Direction

e. Change of Perspective

f. Application

3. Elimination Interview

a. Greeting/Rapport

b. Personal History Interview

c. Behavior Analysis Interview

d. Bait Question

D. Confrontational Interrogation

1. Psychological Domination

2. Confrontation Statement

3. Handling Denials

4. Transition

5. Theme Development

6. Overcoming Objections

7. Negative Alternative Question

8. Clarifying the Confession

9. Post Confession Questionnaire

E. Practical Exercises

1. Evening Session – Preparation

2. Practicals

a. A student conducts either a cognitive interview or a confrontational interrogation with an (student) actor as victim, witness or suspect.

b. De-brief exercise

c. Clarify application of interview information to written assignments (case summary and search warrant)

VI. SEARCH AND SEIZURE LAW REVIEW; SEARCH WARRANT PREPARATION (8 hours)

A. Benefits of Using Search Warrants: Why Bother?

1. Searches conducted by SW are presumed lawful

2. Places burden of showing illegality on defense

3. Unlikely there will be an evidentiary hearing

4. Limits ways in which defense can attach search

a. Quash: Challenges sufficiency of probably cause. Paper war between prosecutor and defense

b. Traverse: Challenges credibility of affiant

1) Requires defense to show credible evidence that affiant intentionally lied about or omitted from affidavit material information critical to probable cause

2) Only after defense makes this showing on paper do they then get a hearing in which they get a hearing.

B. Leon Good Faith Rule

1. Defined: Would a reasonably well-trained officer recognize that the warrant was defective?

2. Purpose: To avoid suppressing evidence due to technical defects

3. Leon only applies to search warrants

4. Leon does not apply if:

a. Warrant is so bad a cop should realize it

b. Judge grants traverse C. Protect Informants

1. Wording the affidavit to protect Confidential Informant's (CI) identity

2. People v. Hobbs: Sealing the Affidavit

D. Civil Liability Protection

E. Writing the Search Warrant

1. Refer to an S/W form

a. Out of Jurisdiction Warrants

b. Who can be the affiant

c. Night service

d. Check the applicable statutory grounds

e. Describe the place(s) to be searched

1) Written description

2) Attachments

a) Photos

b) Maps

c) Directions

d) GPS

f. Multiple unit dwellings

g. Officer should personally observe

h. Outbuildings, sheds, storage areas ….

2. Describe items to be seized

a. Specificity required

b. Use of your expertise

c. Indicia

d. Attachments

1) Photos

2) Crime report inventory

e. Effect upon scope of search

F. Writing the Affidavit

1. Purpose: Fair probability items to be seized will be in place(s) to be searched.

2. Hero statement

a. Significance/Need

b. Content

1) Formal schools

2) On-the-job training

3) Testify as expert

4) Debrief crooks

5) Instructed classes

6) Read/write articles

c. Borrowed expertise

3. Statement of Facts

a. Two part test

1) Where information came from (how do you know?)

2) Why you believe

b. Sources Presumed Truthful

1) Cops

2) Official/Business Records

3) Citizen Informants - confidential v. anonymous

4) Confidential Reliable Informants

5) Qualifications - Significance

c. Other sources

1) Untested CI

2) Examples or corroboration

d. Special proceedings - Skelton Hearing

e. Connecting It All Together

XI. Media Relations (2 hours)

A. Specific module goals and expectations

1. Not a PIO class

2. Prepare for those inevitable encounters with the press

a. Lawsuit prevention

b. Value of maintaining good relationships

3. Prepare officer to assist or take over for department’s PIO in an emergency

4. Ideas to improve agency’s community image

B. Necessity of good media relations, e.g.:

1. Maintain public trust

2. LE influences the media

3. LE’s actions are too important to ignore

4. Media is not going away

5. Will run the story whether we like it or not

6. LE can shape the story from the outset or be an observer

7. Bad news does not improve when in spotlight

8. Someday we’re going to need them 9.. Justification for limiting access

a. Evidence Preservation

b. Officer Safety

c. Tactical Concerns

E. Briefing Considerations

1. Support with visual aids

a. Photographs

b. Videos

c. Composites

2. Press Release

a. Hand out during at conclusion

b. Sign in sheet

3. Post-Processing Crime Scene Walk-through

F. Videos

1. Bad Media Example

a. Using the wrong person for briefing

b. Example of wrong wording/language

2. Good Media Example

a. Using the right person for briefing

b. Example of planned wording (“did not hit him” vs.“missed”)

G. Cultivating Good Media Relations

1. Ride-alongs

a. Press Ride-along with LE

b. Ride-along with Press

2. Reach out - Proactive news conferences

3. Meet and greets

4. Citizens academy

5. Involve the media

a. County’s Most Wanted

b. Wheel of Felons

XII. Sources of Information (1 hours)

A. Specific module goals and expectations

1. Identify and access open sources of information

2. Describe various methods of obtaining information on people through various sources, including:

a. Internet

b. Non-internet

c. Government

d. Non-government resources

3. Non-Internet Resources

B. Probation/Parole - A Short Overview

1. Determine the number of students who are users

a. How often do they use it?

b. How do they use it?

2. Information available

a. P and P Status

Dangerous Offender Notification System (DONS)

1. Active – currently on supervision

2. Revoked – currently back in custody for parole/ probation violation

3) Wanted/Absconder P-5 “Parolee-at-Large”

4) Discharged P-9

b. Search capabilities via DONS

1) Description

2) Vehicle

3) Tattoos

3. Photo lineup preparation

C. Internet Resources

1. What do we do that allows people to find us on the internet?

a. Home ownership

b. Social groups

c. News articles

2. Internet Resources LE and non-LE

D. Documenting Information obtained from the Web

1. Documented and backed up in three ways:

a. Hard copy (paper and electronic)

b. Screen captures

c. Written notes detailing how you got there

2. Elicit the reasons for this from the class

E. Highlight of specific sites of interest to LE, including:

1. Desert Snow/Black Asphalt

2. Terrorism Answers

3. Who’s a Rat

4. Zaba Search

5. Pipl

6. 411.c0m

7. USA-People-Search

8. Email Finder

9. Search Bug

F. Resources for removing information

1. Add xxx

2. www.PolicePrivacy.com

3. www.PrivacyForCops.com

4. Spokeo

a. Claims they are exempt from certain laws

b. Removal tool: http://www.spokeo.com/privacy

G. www.seach.org

1. National Consortium for Justice Information and Statistics

2. Investigator tools, training and resources for high tech investigations

H. Facebook and MySpace – Brief Overview

1. Facebook LE Guide

2. MySpace LE Guide

I. Mapping Sites, e.g.:

1. http://maps.google.com

2. www.wikimapia.com

3. http://www.vpike.com

4. http://maps.live.com

5. http://www.terraserver.com

6. http://maps.yahoo.com

J. Pay Sites – People, e.g.:

1. http://www.lexisnexis.com

2. http://www.accurint.com

3. http://entersect.net

4. http://intelius.com

5. www.choicepoint.com (Autotrackxp)

6. www.lppolice.com

7. http://www.merlindata.com

8. www.tlfo.com (TLO)

9. Example of Information available (Intersect)

K. Suspect Monitoring

1. GPS

2. Cell Phone Tracking

L. Internet Addresses

1. www.arin.net

2. http://ipchicken.com

3. http://www.dnsstuff.com

4. www.geektools.com

M. Email Fingering

1. http://www.emailman.com/finger

2. http://www.emailman.com/finger/finger.html

a. Search an email address for info on account holder

b. Email capturing

N. Officer Safety and Information Sites, e.g.:

1. www.blutube.com

a. Photos – knife gun

b. Video – Knife gun

2. www.officer.com

3. www.policemag.com

4. www.apbweb.com

VIII. SURVEILLANCE TECHNIQUES (4 hours)

A. Surveillance As An Investigative Tool

B. Team Complement

1. Personnel

2. Vehicles

a. One-man/Two-man

b. Type

C. Briefing Locations

1. Travel time

2. Proximity to location

3. 24-hour surveillance

D. Briefing

1. Operational Formats

2. Photographs

3. Background/Associates

4. Criminal History

5. Types of Surveillance

6. Delegation of Responsibilities

E. Jurisdictional Notifications

1. Requirement

2. Courtesy

3. Problems

F. Radio Communications

G. Stationary Surveillance

1. Vehicles used

2. Placement

3. Activities Monitored

a. Narcotics/Receiving

b. Physical identification (suspect)

c. Photo surveillance

4. Fixed Locations

a. Apartments

b. Businesses

c. Others

H. Mobile Surveillance

1. Paralleling

2. Rotation

3. Transfers

I. Traffic Laws: Unmarked vehicles

J. Freeway Surveillance

1. On-ramps

2. Off-ramps

K. Night Surveillance

L. Foot Surveillance

M. Helicopter Surveillances

1. Radio communication

2. Noise

3. Fuel consumption

N. Getting Burned By Suspect: Erratic Driving

O. Equipment

1. Binoculars

2. Bird-dog

3. Photographic equipment

a. video

b. 35 mm

4. Raid jacket/vest

5. Weapons

P. Attire

Q. Practical Surveillance Exercise

1. Vehicle

2. Foot

IX. CASE MANAGEMENT AND INVESTIGATIVE PROBLEM SOLVING

(2 hours)

A. Definition of Case Management

1. It is a process

2. Prioritizing

3. Managing

4. Documenting

5. Base on available resources

B. Prioritization

1. Process for prioritizing patrol calls

a. Evaluate each pending call

b. Decide which one to go to first

2. Prioritization changes based on new information, same process

a. Re-evaluate each pending call

b. Decide which one to go to first based on new

C. Time in a Workday

1. Limited amount of time each workday

a. 8 hour shift

b. 9 hours shift

c. 10 hour shift

d. 12 hour shift

e. Overtime

2. Many ways to spend available time

a. Working on an assigned case

b. Assisting partner with their assigned case

c. Phone messages

d. Email messages

e. Briefing

f. Meetings

g. Training

h. Acute political emergencies (APEs)

i. Breaks

j. Driving

D. Time Control

1. Things an investigator can control

a. Process used to manage case(s)

b. Initial assessment

1) Solvability

2) Priority

3) Available resource review

4) Additional documentation needs

c. When to work on case(s)

d. When to schedule interviews

e. Evidence processing requests

1) Whether to submit

2) When to submit

f. Returning email messages

g. Returning voicemail messages

h. Arrest vs. seek warrant

i. Decision to conclude investigation

j. Scheduled vacations / days off

2. Things an investigator cannot control

a. When case(s) is(are) assigned

b. When crime(s) occurred

c. Relation to other cases

1) Common area of occurrence

2) Same / similar MO

d. Available resources

e. Completion of evidence processing requests

f. Mandatory training

1) Firearms

2) First Aid-CPR

3) Other statutory training (NRS 432B.610, etc.)

g. Court

h. Weather

i. Identified suspect located / arrested by patrol / other agency

j. New priorities based on departmental needs

1) Supervisor requests

2) Temporary re-assignments

3) High profile cases

E. People involved in a case

1. Suspects

2. Witnesses

3. Victims

a. Cooperative

b. Uncooperative

c. Unavailable

4. Other Stakeholders

a. Supervisors / Managers

b. Politicians

c. Family and friends of victim

d. Victim advocate groups

5. Law Enforcement Resources

a. Patrol personnel

b. Crime scene investigators

c. Crime and photo lab personnel

d. Subject matter resources / experts

6. Media

a. Television

b. Print

c. Radio

d. Internet

e. PIO / Public affairs

7. Prosecutors (Das, Courts, City Attorneys, etc.)

a. Victim coordination

b. Witness coordination

c. Department personnel responsibilities at trial

d. Live line ups

F. Places Connected with a Case

1. Crime scenes

a. Single

b. Multiple

c. Contained

d. Not contained

2. Vehicles

a. Victim

b. Witness

c. Suspect

d. Ambulance

3. Suspect locations

a. Arrests

b. Detentions

c. “Cold shows / curbstone line ups”

4. Victim locations

a. Crime scene

b. Home

c. Police station

d. Hospital

e. Out of area

5. Witness locations

a. Crime scene

b. Home

c. Police station

d. Hospital

e. Out of area

6. Court

a. Warrants

b. Filing case

c. Trial

G. Things Involved in a Case

1. Evidence

a. Physical evidence stored

1) Weapons

2) Clothing

3) Tools

4) Bodily fluids

5) Original photo line-ups

6) Original recordings

b. Related evidence in case file

1) CD with data, photos, videos, recordings, etc.

2) Copies of photo line-ups

2. Case files

a. Tracking mechanism

1) Case summary

2) Chronology of investigation, etc.

b. Reports

1) Initial report

2) Supplemental report

3) Related case reports

4) Lab reports

5) Evidence report

6) Archived reports (location of file)

7) Related statutes

c. Computer work

1) Local

2) CLETS

3) NCIC

4) Internet

5) Other

d. Witness lists and contact information developed

e. Any information that would allow others to manage the case in your absence

1) “Done” list (steps you have taken so far)

2) “To do” list (steps you need to take next)

3) “Pending” list (what is in the works and when it should be done)

X. WARRANT SERVICE PLANNING (2 hours)

A. Warrant Service

B. Checklist

1. Preparation Checklist

2. Logistics Checklist

3. Tactical Checklist

C. Case Exercise – Checklist

D. Primary Steps in Warrant Service

1. Planning

2. Briefing

3. Initiation

4. Critique

E. Operation Plan Exercise

F. Legal Requirement

G. Categorizing Warrants

1. High Risk – SWAT Service

2. Medium/Low Risk

3. Case Exercise - Risk Assessment

H. Types of Service

1. Dynamic Entry

2. Rapid Entry

3. Surround and Call-out

4. Service Policy

XI. CASE PREPARATION AND COURTROOM TESTIMONY (2 hours)

A. Pre-filing considerations

1. Burden of Proof

a. Probable Cause

b. Preponderance

c. Clear and Convincing

d. Beyond Reasonable Doubt

2. Types of Evidence

a. Circumstantial vs. direct

b. Consciousness of guilt

c. Motive

d. Other crimes

e. Prejudicial evidence

f. Admission vs. confession

3. Arrest vs. Warrant Request

4. Show Ups, Photo and Live Line Ups

5. Demonstrative Evidence

a. Diagrams

b. Crime scene photo

c. Evidence layouts

B. Contact with the DA

1. Vertical vs. horizontal prosecution

2. Indictment vs. complaint

3. Complaint paper flow

a. Logging in the case

b. Record check

c. DA review

d. Complaint typing

e. Discovery

f. Workday caseloads

4. Problem/Complex Cases

a. When to submit the case

b. Selling the case

5. Pre-filing Checklist

C. Submitting the Case to the District Attorney

1. Additional Investigation Required

a. Line-Up

b. Additional Witness Interviews

c. Additional Scientific Reports

d. Medical Reports

e. Interview Suspect

f. Witness Canvass

2. Why Cases Are Rejected?

a. Witness considerations

b. Evidentiary considerations

c. Discretionary reasons

d. Search and seizure/due process

e. Jurisdictional considerations

D. How to Work with Prosecutors

1. Preliminary examination

2. Review case with trial prosecutor

3. Coordinate with district attorney investigators

4. Work with prosecutors as requested

5. Maintain contact with trial prosecutor

6. Friend or Foe?

E. Courtroom Testimony

1. What Hearing?

a. Preliminary examination

b. Trial

2. Preparation

3. Perception

4. Performance

5. Special concerns

a. Laying foundations

b. In limine motions

c. Weapons

d. Location of the jury

e. Eye contact

f. Reviewing reports

g. Conversations with DA, defense attorney, fellow officers

h. Demonstrations of evidence and exhibits

i. Late subpoena or late for court

j. Mistakes and lies

k. Personal attacks

l. Informants

XII. MANAGING INFORMANTS (4.5 hours)

A. Who Are Informants

1. Citizens who identify themselves

2. Anonymous citizens

3. Law enforcement

4. Criminals

B. Use of Informants - Determined By:

1. Department Policy

2. Supervisors

3. Prosecutors

4. Judges

C. Informant's Motives

1. Good Citizen

2. Wanna-Be's

3. Fear of Jail

4. Money

5. Revenge

6. Spies

7. Eliminate Competition

D. Pitfalls and Problems, Contracts and Packages

1. Debrief the Informant

2. Consider all the pitfalls and problems before you get started

3. Informant Contracts

4. Informant Package

E. Using the Informant

1. Get started as soon as possible

2. Avoid creating a defense for the informant in his/her criminal activities

3. Tell the informant everything you want him/her to do

4. Make the informant earn his/her keep

F. Maintain a Professional Relationship with the Informant

1. Meet the informant with another officer

2. Document all payments

3. Avoid off-duty contacts

4. Remember, the informant will "do" you in a heartbeat

G. Case Law

H. Factors Most Likely to Determine if an Informant Will Testify

I. Avoid Making the Informant A Better Crook

1. Use same officers to meet the informant

2. Use the same cars

3. Use the same wire

4. Don't teach informant about your specialized equipment

5. Don't teach the informant case law

6. Don't let the informant in your office

7. Don't discuss other cases, other informants

J. Civil Liabilities and Use of Informants

1. Labor codes

2. Civil codes

3. Hobbs Search Warrants: Sealing Affidavits

XIII. COURSE CLOSING (.5 hours) A. Student Course Evaluations B. Turn in Scenario Information C. Course Completion Certificates D. Closing Remarks

First Line Supervisor Course

Instructional Goal

The instructional goal of this course is to provide an opportunity where first-line supervisors can discuss and examine innovative ideas and concepts concerning supervision and leadership.

Performance/Instructional Objectives

Building Trust in the Workplace

Upon completion of this course of instruction, supervisors will be able to:

1. Define trust.

2. Identify warning signs that indicate trust may be an issue.

3. Identify behaviors that destroy trust.

4. Identify behaviors that build trust.

5. Identify steps taken to re-build trust.

6. Evaluate the different belief systems of an “X” supervisor versus a “Y” supervisor.

Conflict Management

Upon completion of this course of instruction, supervisors will be able to:

1. Define conflict.

2. Identify managerial actions that cause conflict.

3. Identify managerial actions that minimize conflict.

4. Identify steps for managing conflict.

5. List ways people deal with conflict.

Effective Communication

Upon completion of this course of instruction, supervisors will be able to:

1. Identify barriers to effective communication.

2. Identify external factors that influence listening.

3. Identify active listening steps.

4. Name several benefits of active listening.

5. Identify steps for effective written communication.

6. Identify steps for effective e-mails.

7. Identify non-verbal communication cues.

Essential Skills

Upon completion of this course of instruction, supervisors will be able to:

1. Define coaching.

2. Identify the four core elements of coaching.

3. Identify the characteristics of an effective coach.

4. Identify the benefits of coaching in the workplace.

5. Explain how Maslow’s hierarchy of needs relates to positive reinforcement

6. Define reinforcement

7. Identify the eight steps for delivering positive reinforcement with maximum motivational impact.

8. Define the benefits of goal setting.

9. Identify the components of goal setting.

10. Create one or more short-term goals.

11. Create one or more long-term goals.

12. Identify key characteristics of an effective goal.

13. Identify the essential skills needed for working in a team.

Group Dynamics

1. Identify the four generations present in the workplace.

2. Identify the key factors that define a generation.

3. Identify the main characteristics that define each generation.

4. Compare and contrast generational work preferences.

5. Define seven possible intelligences present in the workplace.

Leadership Ethics

Upon completion of this course of instruction, supervisors will be able to:

1. Identify the foundational principles concerning leadership ethics.

2. Identify six steps for leading ethically.

3. Define credibility.

4. Identify key steps toward effective role modeling.

Legal Issues/Supervisory Liability

Upon completion of this course of instruction, supervisors will be able to:

1. Identify the incidents that qualify employees under the Family Medical Leave Act.

2. Explain the requirements for protection under the American Disabilities Act.

3. Identify special provisions regarding law enforcement under the Fair Labor Standards Act.

4. Identify provisions under NRS 616A-617 concerning Worker’s Compensation Laws.

5. Explain the rights given to employees protected under the Uniformed Services Employment and

Reemployment Rights Act.

6. Explain the differences between callback and overtime pay.

7. Explain supervisor responsibility, as outlined in agency/departmental/state/county/or city policy, in regard to the following issues:

a. Sexual and Discriminatory Harassment

b. Workplace Violence

c. Email Usage and Storage

d. Internet Usage

e. Affirmative Action Plan and Equal Employment Opportunities

8. Identify important supervisory issues in regard to labor contracts.

9. Identify general supervisory guidelines when dealing with forfeitures and nuisances.

Media/PIO

1. Explain why it is important to maintain a positive relationship with the media.

2. List local media sources.

3. Identify what national media sources law enforcement agencies may come into contact with.

4. Define what types of media sources law enforcement agencies may come into contact with.

5. List steps law enforcement should take to provide public information.

6. Identify key concepts to remember when dealing with the media and public.

Performance Evaluation

Upon completion of this course of instruction, supervisors will be able to:

1. Identify the major purposes of performance evaluations.

2. Identify the characteristics of effective performance evaluations.

3. Explain why y performance evaluations sometimes fail.

Personnel Law/Peace Officer Rights

Upon completion of this course of instruction, supervisors will be able to:

1. Identify the legal obligation and community expectation for a law enforcement agency to conduct investigations into complaints of police misconduct.

2. Name the law enforcement unit that investigates complaints of police officer misconduct.

3. Identify the types of complaints concerning police officer misconduct.

4. Identify the two types of evaluations concerning complaints of police officer misconduct.

5. Identify the investigative process concerning complaints of police officer misconduct.

6. Identify common investigative rulings.

7. Identify the process of bifurcated investigations (the complaint alleges both procedural misconduct and criminal misconduct).

8. Identify the established due process rights for law enforcement officers as defined by NRS 289, Garrity v New Jersey, and Brady v Maryland.

Policy for Supervisors

Upon completion of this course of instruction, supervisors will be able to:

1. Define policy.

2. Define procedure.

3. Define rule.

4. Define mission statement.

5. Identify first-line supervisor’s responsibilities concerning policy.

6. Identify key words in policy that require caution.

7. Identify problems areas in regard to policy.

8. Explain the legal ramifications behind poor dissemination of policy.

9. Explain the legal ramifications behind poor policy training.

10. Identify key characteristics of effective policy training.

Preventing Law Enforcement Suicide

Upon completion of this course of instruction, supervisors will be able to:

1. Identify general indicators associated with an increased risk of suicide.

2. Identify general life stressors unique to law enforcement.

3. Identify common obstacles to law enforcement suicide intervention.

4. Identify early warning signs.

5. Identify supervisory responsibilities concerning law enforcement suicide intervention.

6. Identify resources available to help concerning law enforcement suicide intervention.

Principles of Leadership

Upon completion of this course of instruction, supervisors will be able to:

1. Identify key principles of leadership.

2. Define leadership.

3. Write a paper incorporating key principles of leadership.

Progressive Discipline

Upon completion of this course of instruction, supervisors will be able to:

1. Define progressive discipline.

2. Identify the four goals of progressive discipline.

3. Identify the steps to progressive discipline.

4. Define legal issues connected to discipline.

5. Write a written a reprimand maintaining all key components.

6. Define just cause

7. Identify behaviors/performance issues that would merit disciplinary action.

8. Conduct a discipline interview. (Role-play)

9. Identify guidelines to be applied to situations where an employee is terminated for unsatisfactory work or misconduct on the job.

Public Presentations

Upon completion of this course of instruction, supervisors will be able to:

1. Identify various supervisor job tasks requiring public speaking.

2. Identify the four basic components of a speech.

3. List several steps that are beneficial for the preparation of a successful speech.

4. Name several actions that are beneficial for effective speech delivery.

5. Name several habits that are detrimental to effective speaking.

6. Deliver a five minute informational speech.

Report Review

Upon completion of this course of instruction, supervisors will be able to:

1. Identify factors that make a report professional and well-constructed.

2. Explain the importance of critical constructive report reviewing.

3. Explain possible ramifications when poorly constructed reports are consistently signed-off by a supervisor.

4. Indicate concisely and constructively problem areas in a report and how to fix them.

Seven Dynamics

Upon completion of this course of instruction, supervisors will be able to:

1. Identify the relationship between character ethics and personality ethics.

2. Identify the three element s of a habit.

3. Explain the difference between dependence, independence, and interdependence thinking.

4. Explain the importance of achieving balance between production capability and production

(P/PC).

5. Explain the difference between a proactive person and a reactive person.

6. Identify the endowments that make us uniquely human.

7. Explain the underlying concept behind “beginning with the end in mind.”

8. Describe the essential characteristics of a quadrant II manager.

9. Explain the relationship between making deposits into an emotional bank account and building rich, productive interdependent relationships.

10. Identify the six paradigms of human interaction.

11. Explain the concept behind empathic listening.

12. Define synergy.

13. Define the ultimate goal of synergistic communication.

14. Identify practices that renew the four dimensions of an individual.

Staffing/Scheduling

Upon completion of this course of instruction, supervisors will be able to:

1. Define Staffing.

2. Define scheduling.

3. Explain the purpose of scheduling.

4. Identify obstacles in providing complete personnel coverage.

Stress Management

Upon completion of this course of instruction, supervisors will be able to:

1. Define stress.

2. Define job stress.

3. Describe four stressors.

4. State four categories of potential stressors.

5. Identify symptoms of stress in the supervisor’s life and the staff they supervise.

6. State four job conditions that may lead to stress.

7. Describe four methods of stress reduction.

8. Identify five organizational changes to create a healthy work environment.

9. State the NIOSH three step Job Stress Prevention Program.

Supervisor Group Panel

The goal of this session is to give participants an opportunity to discuss supervisory issues with a panel of experienced first-line supervisors from various Nevada Law Enforcement Agencies.

Management Module 4: 80-hour classroom (This course is designed for staff that has completed the 80-hour supervisor course and is in a management or first-line supervision position).

Introduction to Management

Self-Assessment

Five Functions of Management, Manager Core Competencies, authority, responsibilities, and tasks

Management/Leadership Style Inventory

Management vs. Supervisor

Critical Incidents

Motivation

Mentoring

Personnel Administration

Ethics/Integrity

Managing Change

Time/Knowledge Management

Departmental Culture

Personnel Recruitment & Retention

Line of Duty Death

Strategic/Critical Thinking, Planning, Projections

Problem Solving, Needs Assessment

Action Plans

Management Labor Relations

Employment Law/EEO

Peace Officer Rights

Risk Management

Future Trends in Law Enforcement